Aspire Public Schools

In service of supporting schools to achieve their special education academic and social-emotional targets under the California Community Schools Partnership Program, the Special Populations Administrator plays a key role in the development, coaching, implementation, and delivery of comprehensive special populations behavioral health & MTSS programming at the school site level.. This role is primarily focused on assisting schools in developing and refining a vision of site-based, special education behavioral health and MTSS programs that are rigorous, inquiry-based, standards-aligned, and student-collaborative centered.. Develops, supports, supervises, and provides differentiated training and coaching opportunities to school staff and families regarding schoolwide positive behavior support, classroom management, functional behavior assessment, behavior support plans, alternatives to suspension, and cultural and linguistic considerations in behavior and discipline.. Develop resources and provide professional learning in Applied Behavior Analysis (ABA), Crisis Prevention Institute (CPI), and/or other evidence-based methodologies related to addressing the needs of students with behavioral difficulties. In alignment with Aspire’s equity commitments, works with the Principal to provide additional resources and/or support universal, targeted, and intensive support within an MTSS framework.

administrator

Description ABOUT ASPIRE Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998—in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through—Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation. Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers, and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy. Job Summary In service of supporting schools to achieve their special education academic and social-emotional targets under the California Community Schools Partnership Program, the Special Populations Administrator plays a key role in the development, coaching, implementation, and delivery of comprehensive special populations behavioral health & MTSS programming at the school site level. This role is primarily focused on assisting schools in developing and refining a vision of site-based, special education behavioral health and MTSS programs that are rigorous, inquiry-based, standards-aligned, and student-collaborative centered. Guided by culturally responsive teaching strategies, the Special Populations Lead supports within the special education academic program to ensure legally compliant and instructionally-effective services for students with exceptional needs; and provides professional development support to school site special education staff. Reporting to the Principal and in close collaboration with the Aspire Regional Special Education team, this impactful role also supports the development of high-quality pedagogy and instructional practices as aligned to the Aspire Student Learning Framework (ASLF). The Lead will successfully implement a community school strategy for Aspire’s Special Populations aligned to the California Community Schools Partnership Program. Essential Functions Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions Special Populations Program Leadership and Case Management <ul><li>Lead projects as assigned by the principal that may include; process improvement, cycle of inquiry-driven instructional improvements, or any other projects required </li><li>Serve in the capacity of Lead Education Specialist: </li><li>Administer academic assessments, write academic assessment reports, and present at IEP meetings </li><li>Collaborate with faculty to ensure that student modifications and accommodations are being appropriately implemented in the general education classroom </li><li>Assist with the development of the master schedule to plan for all special population student needs. </li><li>Support site team with meeting minimum IDEA requirements related to case management </li><li>Input weekly IEP service tracking and meet all IEP timelines </li><li>Regularly collaborate with team members and related service providers to review student data, ensure IEP and behavior plan implementation, co-planning and/or co-teaching. </li><li>Oversee, teach, and implement a student’s behavior intervention plan, including gathering and analyzing relevant data regularly, and collaborating with staff members around student plan and progress </li><li>Coordinate the development and implementation of a student’s Individualized Transition Program </li></ul>Instruction, Data & Assessment <ul><li>Provide supervision, observation and feedback on the implementation of the curriculum and behavior support for the Education Specialists. </li><li>Identify and participate in school progress monitoring systems, data analysis, and adjustment of strategy and supports to meet Special Populations performance targets. </li><li>Builds capacity through the management and development of Education Specialists and Special Populations Paraprofessional/Instructional Aides. </li></ul>Behavioral Health <ul><li>Leads school leadership teams regarding all students in need of intensive and/or targeted behavioral supports </li><li>Develops, supports, supervises, and provides differentiated training and coaching opportunities to school staff and families regarding schoolwide positive behavior support, classroom management, functional behavior assessment, behavior support plans, alternatives to suspension, and cultural and linguistic considerations in behavior and discipline. </li><li>Ensures the use of best practices in the implementation of pre-referral behavioral interventions, positive behavioral interventions as outlined in the IEP, and implementation of behavior and academic support and intervention plans by collaborating with school psychologists, other specialists, or site staff including providing professional development as needed </li><li>Collaborates with school staff in problem-solving individual, classroom, and school-wide behavioral challenges for students within the special populations program. </li><li>Promotes and supports a team approach in behavior support planning and implementation among the school community, teachers, paraprofessionals, students, and parents. </li><li>Regularly collects and analyzes behavioral data to guide decisions regarding individual student supports, classrooms, and school-wide systems. </li><li>Collaborates with the special education team to design and implement behavior intervention strategies and programs </li><li>Conducts Functional Behavior Assessments (FBA) assessments as required by IDEA, and provides behavior consultation to SST members, including support in drafting a strong behavior intervention plan and behavior data tracking systems </li><li>As needed provides thought partnership to school site teammates and Program Specialists who conduct FBA assessments as required by IDEA </li><li>Consult with parents, teachers, and other staff regarding any accommodations/modifications needed for a specific child </li><li>Designs and supports the development of Behavior Intervention Plans </li><li>Develop resources and provide professional learning in Applied Behavior Analysis (ABA), Crisis Prevention Institute (CPI), and/or other evidence-based methodologies related to addressing the needs of students with behavioral difficulties </li></ul>MTSS Systems Alignment, Monitoring, and Staff Development: <ul><li>Is a collaborative member of the school leadership team and works on school-wide initiatives and priorities to ensure alignment of instructional practices and MTSS competencies </li><li>Support the school site through an MTSS inventory, engagement, delivery of PDs, and on-the-ground coaching and support to staff in the area of MTSS: </li><ul><li>Design, lead, and support professional development for school ED specialists, SPED support staff, and teachers that is aligned to the Special Education vision. Ensures explicit connections between coaching and professional development with the Transformational Leadership Framework (TLF) and Aspire Students Learning Framework (ASLF) and use of approved instructional tools (Instructional guidelines, pacing guides, etc.). </li><li>In alignment with Aspire’s equity commitments, works with the Principal to provide additional resources and/or support universal, targeted, and intensive support within an MTSS framework. </li><li>Analyzes site-level data in multiple content areas to identify school goals and trends. In collaboration with the Principal and regional leadership, co-creates school action plans to address gaps, creating opportunities to implement pedagogy and curriculum that reflect data-supported best practices from inside and outside of the organization, in support of coherent regional and school site priorities and initiatives. </li></ul></ul>Additional: <ul><li>Demonstrate knowledge of and support, the Aspire Public Schools mission, vision, and value statements including antiracism, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior. </li><li>Actively seeks to improve and simplify Aspire’s approach to particular job functions. </li><li>Comfortable with the utilization of technology in a remote environment. </li><li>Perform other related duties as required and assigned. </li></ul>Qualifications Minimum educational level: <ul><li>Bachelor’s degree required, with relevant degree and/or content expertise; </li></ul>Licensure/Certifications: <ul><li>Special Education Teaching Credential (Mild-Moderate Support Needs/Extensive Support Needs) required. </li><li>Pathway to a cleared credential within three years, required </li><li>NCLB Highly Qualified preferred </li></ul>Experience required: <ul><li>3+ years as a Special Education Teacher required </li><li>5+ years of teaching and/or administrative experience preferred</li></ul>

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