Job Abstract

PURPOSE OF THE POSITION: To monitor academic progress of students, offer

intervention when services are needed, and actively prepare a transition plan for student

discharges. To support the intake process for students in the Day School Program.

REPORTS TO: Principal

SUPERVISES: N/A

I. SPECIFIC RESPONSIBILITIES:

· Intake of academic information and placement of new students in proper classes when they arrive to the school building.

· Retrieving academic transcripts of new students, usually contacting two to three schools as well as obtaining records during periods of hospitalizations.

· Initial scheduling and scheduling changes including students who have difficulty with class work, placement changes due to the received transcripts, and students who have problems with other students in the class.

· Reviewing academic transcripts to make sure students are placed properly in the right classes and are on track for graduation.

· Meeting with students to review progress reports and report cards to discuss failures and how to improve grades for next marking period.

· Reviewing and maintaining IEP’s so students are placed properly in class and that class number size is not out of configuration.

· Support overall testing needs of school; registering students for exams; Regents, SAT, ACT, NYS Common Core Tests (7 & 8th grades) and maintaining records of scores. Also coordinating testing with school districts; request proctors when necessary, picking up and dropping off tests, determining grading for tests (if school district grades or MHS grades), ensuring that MHS maintains accurate records of all tests that are sent back to districts.

· Meeting with students to complete Transition Data Collection Forms.

· Developing and executing transition plan for student discharge.

· Observing students and writing Behavior Intervention Plans in collaboration with Behavior Specialist, CSE Chair and clinical team.

· Meeting with students who are having problems with class work, teachers and other students, etc.

· Review intake referral packets

· Schedule screening with students, parent/guardian

· Admission of Day School students

· And all other tasks as assigned by Principal.

II. QUALIFICATIONS:

· College Degree, NYS Certification

· Acceptable clearance checks for State Central Register, Driver license and fingerprinting as required by the program.

· Compliance with health regulations for physical/ mantoux testing.

· Attending TCI class for certification/re-certification and passing a test upon completion of course is a minimum requirement for employment.

III. RELATIONSHIP WITH OTHERS:

Commitment to Nonviolence · Assist in facilitating Life Space Interviews in support of staff and students · Ability to set limits and maintain helping role of practitioner and to intervene appropriately

Commitment to

Emotional

Intelligence · Use data from student interviews and Student Interest and Preference Survey (SIPS) to guide decision-making of programming and transition · Forge a mutually respectful partnership with students, families, school districts, and staff

Commitment to

Social Learning · Assist students in completing S.E.L.F. Reflections when needed

Commitment to

Open

Communication · Willing to collaborate and communicate with school team and other programs.

Commitment to

Democracy · Incorporate all voices when possible, especially programming and transition plans

Commitment to

Social

Responsibility · Accepting the importance of designing a schedule and it’s ramifications on others · Accepting the importance of accurately completing all transcripts · Accepting the importance of maintaining all educational records in a timely manner · Illustrating a strong sensitivity to cultural differences present among staff, students, and other programs

Commitment to

Growth and Change · Continuously accept feedback from students, supervisors, and staff in an effort to grow/reflect · Continuously use new tools/resources to improve and grow practice