Student Specific Corrective Action Program Manager - Part-Time Seasonal

The Chicago Public Schools (CPS) has set ambitious goals to ensure that every childin every school and every neighborhoodhas access to a world-class learning experience.

The mission of the Office of Diverse Learner Supports & Services is to support activities designed to accurately identify students with disabilities, and provide them with the specialized instruction and services they need to meet their individual educational needs.

The SSCA Program Manager is a miscellaneous, part-time position working 20-25 hours per week and will be responsible for providing oversight and guidance to schools around the school corrective action meetings as well as the programs and supports needed to meet the demands of the ISBE mandate. This position is limited to working no more than 1200 hours per calendar year.

The SSCA Program Manager will be held accountable for the following responsibilities:

• Coordinate among internal groups (ODLSS, Comms, Law, IT, Talent, and Procurement) and ensure SSCA Program Manager is briefed on all efforts;
• Resource, coordinate and track team phone banking to call parents to offer Universal Enrichment Remedies (10,515 students);
• Resource, coordinate and track central team meetings with parents to discuss Universal Enrichment Remedies
• Manage timelines to ensure successful completion by internal deadlines; and other duties as the project evolves;
• Be part of the District team to implement programs and supports, review data, engage in strategic discussions and follow-up activities; participate in school walk-throughs, as needed;
• Troubleshoot major diverse learner service issues as they pertain to SSCA that ensure all students are receiving appropriate services including services that were denied due to policy changes (SSCA);
• Function as liaison for the district with ISBE monitor and legal team;
• Manage and provide training to Parent Outreach Coordinators and SSCA Team Members, provide support in calls and meetings with parents
• Facilitate the creation of Professional Learning decks and information for parents;
• Serve as the District Representative at IEP team meetings when needed;
• Consistently maintain quality interactions with ISBE, administration, parents, and the larger community;
• Maintain and protect the rights and confidentiality of others;
• Manage fiscal and physical resources responsibly, efficiently, and effectively;
• Perform all other tasks and duties as assigned;
• Have availability to manage SSCA teams and Parent Outreach Coordinators throughout the week and on some weekend availability Provide training and technical assistance to new hirees.

In order to be successful and achieve the above responsibilities, the Program Manager must possess the following qualifications:

Type of Education Required: Graduation from an accredited college or university with a Bachelor's degree in Education or a related field of study. Master's degree preferred.

Type of License Required: Special Education teaching certificate (LBS1, Deaf/Hard of Hearing, Blind/Visually Impaired, Early Childhood Special Education) or Professional Educator License (PEL) issued by the Illinois State Board of Education, or Type 73 or 75 (or out of state equivalent) required.

Type of Experience and Number of Years:

• Minimum of 3 years of experience in education preferred. Administrative and special education experience are also preferred.

Knowledge, Skills, and Abilities:

• In-depth knowledge and expertise in the ISBE Inquiry and most specifically Student Specific Corrective Action is a plus
• In-depth expertise in special education policies, procedures, and service provision;
• Knowledge of general education curriculum;

• Demonstrated understanding of the individual needs of students with disabilities from a variety of language and cultural backgrounds;
• Strong knowledge of federal and state laws and regulations regarding the delivery of special education and related services;
• Knowledge and understanding of CPS resources;

• Strong foundation and knowledge base in the areas of systems change, administrative leadership, and instructional coaching;
• Knowledge of intervention and assessment strategies for disabled and non-disabled students;
• Ability to establish and maintain effective working relationships with administrators, staff, associates, students, parents, governmental and community agencies, and employers;
• Ability to problem-solve, work on a team, use data to guide work, and clearly communicate to multiple stakeholders;

• Demonstrated expertise in customer service, consensus building, and use of problem solving skills and strong written, verbal, presentation, and interpersonal communication skills; and
• Ability to prioritize work in a fast-paced environment.