The Program Manager of DHH/VI Programs provides leadership, professional development, and program management for the Deaf/Hard of Hearing and Visually Impaired Programs and staff supervision. Assists in the organization and direction of activities of the DHH/VI services school-aged and early childhood program to assure comprehensive assessment, intervention and support for students with aforementioned disabilities in the District. Serves as a subject matter expert in evidence-based practices in assessment and instruction, program evaluation and special education law.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:
1. Provide leadership, planning, and technical expertise to assigned specialty areas and building teams including administration, individual staff, and families
2. Supports the supervision, hiring and evaluations of certificated and classified staff in the assigned programs.
3. Establishes work duties and performance standards for certificated and classified staff in the Deaf/Hard of Hearing and Visually Impaired Programs.
4. Ability to conduct or collaborate on performance evaluations directly and initiates and implements disciplinary actions as warranted. Addresses employee concerns and other sensitive personnel matters.
5. Supports the recruitments and selection process for assigned special education programs; facilitates and participates in certificated staff recruitment and selection process in collaboration with director or building administrators; makes recommendations to hire for assigned programs.
6. Develops and implements an effective learning program to enable students to make meaningful progress. This includes curriculum selection and program planning for students; program evaluation, training, and support in ensuring effective progress monitoring to support meaningful progress for students in all areas of specially designed instruction for staff.
7. Support multidisciplinary teams in implementing effective, collaborative meeting practices for Special Education evaluations or Individual Educational Programs (IEP) meetings.
8. Supports director in the development and management of assigned budgets.
9. Collaborates with other Student Services administrators in the development and implementation of district policies and procedures in accordance with state and federal legislation.
10. Develops, organizes, and implements professional development opportunities for building, program, and department staff.
11. Coordinates program activities with District and building staff in a shared decisionmaking environment; promotes and facilitate teamwork.
12. Responds to a variety of issues or concerns from stakeholders and collaborates in IEP team meetings and with building administrators to develop a plan of action.
13. Participates in various administrator meetings, professional committees, and teams; serves on District committees as requested.
14. Provides leadership and technical expertise to the assigned district leadership teams. 15. Works collaboratively with partnering school districts, as well as community agencies and resources.
16. Extensive knowledge of modern principles and best practices of special education programs for students, including the implications of communication needs and least restrictive environment for Deaf/Harding of Hearing students.
17. Performs other related duties as necessary or assigned.

Scope of Work: Promotes and enhances academic achievement, personal/social growth and career development. Implements the comprehensive guidance and counseling program according to the State of New York School Counseling Program Student Standards.

Duties and Responsibility:
• Conduct goal- oriented counseling, responsive to identified student needs, relative to student achievement and school success.
• Collaborate with school personnel to assist students with developing skills that support academic achievement, high school graduation and lifelong learning.
• Maintain confidentiality and accurate student records
• Participate as a member of the school- crisis team.
• Maintain accurate transcripts by assisting students with appropriate course section and placement to fulfill high school graduation requirements
• Assist students with investigating college, university and career and technical schools, scholarship options, and financial aid information in an effort to develop post-secondary options.
• Work cooperatively with Adult Service agencies (OPWDD, ACCES-VR, OMH, etc) to ensure vocational assessments and transitional planning is done seamlessly.
• Coordinate all NY State testing for grades 3-8, Alternate Assessments, Regents exams and ACT. This is to include the ordering and reviewing of materials, working with teachers to review all testing accommodations and requirements and the implementation of the testing, and the return of all materials to the state and individual districts.
• Oversee tutorial needs of Junior/Senior High School Students and make recommendations

Qualifications:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Experience working with Deaf and Hard of Hearing population
• Ability to communicate using American Sign Language or willingness to learn and show progress through formal evaluation
• Strong administrative skill profile exhibiting a high level of professionalism, attention to detail and the ability to organize work and manage time effectively
• Demonstrated experience in data entry and reports
• Excellent interpersonal, written and oral communication; including the ability to effectively communicate and interface with all levels of employees as well as external customers
• Capable of handling and appropriately prioritizing requests from multiple sources, in a timely manner
• Resourceful and demonstrates a high level of independence and initiative to resolve issues and take on challenges as they arise
• Ability to identify the need and make recommendations for process improvements to increase efficiency
• Demonstrated ability to work with highly confidential material
• Strong proficiency in Microsoft Office (Outlook, Word, Excel, PowerPoint) and the ability to learn and become proficient at using other technology tools as required.

Education and/or Experience
• Master’s degree or higher
• NYS Certification in School Counceling

Mill Neck Family of Organizations is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

Scope of Work:

The Coordinator for Student Services is responsible for overseeing the entire aspects of the speech, audiology, occupational and physical therapy, counseling services, and the special education program. The Coordinator will be responsible to ensure that all IEPs and accommodation services are in compliance with all federal and state rules and regulations when it comes to student support. The Coordinator will also provide assistance to all of the instructional staff when it comes to student support and IEP implementation. The Coordinator will also coordinate with all school districts when it comes to student needs and support within the IEP mandate as outlined in the Student Individualized Education Program.

Duties/Responsibilities:
● Coordinates with the Executive Director in the compliance and implementation of IEP and support services for students in PreK-12 in keeping with the philosophy, mission, and vision of the school.
● Works in conjunction with the Coordinators to support the ASL use, literacy, and literature of our students.
● Oversees, implements, monitors, and tracks student IEP goals.
● Oversees the Special Programs.
● Ensures that all staff are adequately trained in the area of IEP and support services.
● Assist with the evaluation of staff within the Student Support Services.
● Oversees and ensures compliance with the administration of State and local testings for students in the K-12 grade program.
● Collaborate with teachers to determine approaches that best meet individual student needs.
● Provides constructive ongoing feedback with the staff in the area of IEP and student support.
● Provides leadership in the implementation of Technology Standards.
● Promotes a safe learning environment for all students and staff.
● Ensures compliance with all regulations, policies, and procedures applicable to MNMSD.
● Additional duties as assigned by the Supervisor.

Qualifications:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to perform each essential with disabilities to perform the essential functions.

• Relative experience in IEP, student support, and special education programs
• Proficiency in American Sign Language preferred or willingness to learn and become fluent within 3 years.
• Excellent verbal, written, presentation and interpretive communication skills.
• Integrity and professional ethics.
• Teamwork skills.
• Community relations experience preferred or willingness to learn.
• Attention to detail.
• Knowledge of, or the ability to establish a network of community relationships with parents, alumni, community members, and stakeholders.

Education and/or Experience:

Must have 3 years teaching experience and has a Bachelor’s Degree in Deaf Education or Special Education.

Objective:
The Coordinator for Curriculum and Instruction is responsible for overseeing the entire aspects of the instruction program and to provide assistance to the instructional staff with curriculum planning and instruction philosophy.
Duties/Responsibilities:
● Coordinates with the Principal/Executive Director in the planning and implementation of curriculum appropriate for students in PreK-12 in keeping with the philosophy, mission, and vision of the school.
● Works in conjunction with the Coordinators to support the ASL use, literacy, and literature of our students.
● Oversees, implements, monitors, and tracks student academic progress and growth.
● Oversees the STEAM Program and Vocational/Skills program.
● Coordinates the mentorship program for all instructional staff with the support from Human Resources.
● Oversees and manages the inventory of curriculum and resources for instructional staff.
● Assist with the evaluation of staff of instruction and curriculum and reviews all lesson plans in the PreK-12th grade program.
● Oversees and ensures compliance with the administration of State and local testings for students in the K-12 grade program.
● Collaborate with teachers to determine approaches that best meet individual student needs.
● Provides constructive ongoing feedback with the staff in the area of instruction and curriculum.
● Provides leadership in the implementation of Technology Standards.
● Collaborates with the Communication Specialist to plan special academic activities (i.e. – Science Fair, 100 Days, etc)
● Coordinates and oversees Professional Development in Coordination with the Office of the Superintendent.
● Ensures that Mill Neck Manor School for the Deaf meets all New York State learning standards.
● Promotes a safe learning environment for all students and staff.
● Ensures compliance with all regulations, policies, and procedures applicable to MNMSD.
● Additional duties as assigned by the Supervisor.
● Performs other related duties as assigned.

Qualifications:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to perform each essential with disabilities to perform the essential functions.
• Relative experience in educational and human service settings.
• Fluent in the Spanish language, both written and oral.
• Proficiency in American Sign Language preferred or willingness to learn and become fluent within 3 years.
• Excellent verbal, written, presentation and interpretive communication skills.
• Integrity and professional ethics.
• Teamwork skills.
• Community relations experience preferred or willingness to learn.
• Attention to detail.
• Knowledge of, or the ability to establish a network of community relationships with parents, alumni, community members, and stakeholders.

Education and Experience:
Bachelor’s Degree in human services, social work, education or other related discipline required. Certification in Spanish interpreting preferred.

Mill Neck Family of Organizations is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

CLOSING DATE: Until filled
REV: 05/11/2022
POST: 05/11/2022

The American School for the Deaf (ASD) is the oldest school for the deaf, founded in 1817 by Thomas Hopkins Gallaudet and Laurent Clerc. The American School for the Deaf is committed to serving deaf and hard of hearing infants, youth and their families in development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual Approach, empowering them to become educated and self-directed life-long learners.

ASD is located in West Hartford, a town recognized as one of the top ten towns for raising families. West Hartford residents value education, evidenced by the high quality of public and private schools. There is also much to do in West Hartford. There is a wide array of parks and recreation. There are pools and hiking trails. There are historic sites to visit as well. If shopping is on the list then Blue Back Square, located in the center of town, offers many retail stores and a variety of restaurants to satisfy everyone.

SCOPE OF DUTIES:
Under direct supervision of the Business Office Manager, is responsible for all functions related to the collections and maintenance of accounts receivable and general ledger for the American School for the Deaf.

PRIMARY DUTIES:
•Prepares and posts program revenues, accounts receivable, Birth-to-Three program and contributed income to the miscellaneous cash receipt, accounts receivable systems. Generates and mails all invoices; files all supporting documentation related to invoicing and deposits. Receives and researches all staff inquiries as related to accounts receivable, Birth-to-Three and payment status, cash receipts, and contributed income.
•Prepares deposits and process check items through People’s United bank remote deposit and cash items deposit to be couriered to a local People’s United Bank branch.
•Work closely with the revenue generating departments to prepare and post accounts receivable, collecting outstanding receivables, on a timely basis. In addition, to maintaining an adequate allowance for doubtful account.
•Maintain up to date projection data on all billable areas for use by Management in making budget and cash flow decisions.
•Responsible for billing rate calculation, preparation, and dissemination both internally and externally.
•Responsible for billing Birth-to-Three claims, tracking insurance claims, submission and collections.
•Works with Office of Early Childhood.
•Assists with month-end and year-end closing process to include, but not limited to preparing monthly journal entries and account analysis.
•Reconcile monthly accounts receivable aging to general ledger, cash accounts, and the verification of any deferred revenue. Prepares accounts receivable reports for review by Business Office Manager, in addition to other general ledger accounts as assigned by the Business Office Manager.
•Provides information for the annual budgeting process.
•Works closely with outside auditing firm to provide necessary lead schedules and backup with respect to accounts receivables, cash and other accounts as assigned by the Business Office Manager.
•Serves as back up for all other financial positions as directed by the Business Office Manager
•Performs other duties and specials projects as assigned.

REQUIRED SKILLS AND ABILITIES:
•Proficient Microsoft Office knowledge and skills
•Strong time management and organizational skills
•High degree of attention to detail
•Ability to work independently and prioritize tasks
•Strong analytic abilities

MINIMUM REQUIREMENTS:
•Bachelor’s Degree and Financial Edge experience preferred.
•Five years’ experience in related position
•Ability or willingness to learn to communicate effectively using American Sign Language (ASL).

The American School for the Deaf does not discriminate on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to, intellectual disability, past or present history of mental disorder, physical disability or learning disability), genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.

School Superintendent

On campus housing will be provided to the selected candidate.

Essential Functions: Under administrative direction of the Director of the Department of Rehabilitation Services, the incumbent plans, directs and coordinates all program activities at the Oklahoma School for the Deaf. The duties include planning, directing and coordinating the educational, recreational, vocational and residential programs; developing, preparing and monitoring the annual budget and supervising professional staff

Position Locations/ Areas in South Carolina: Greenville/Spartanburg Counties, Florence County, Williamsburg County

Job Responsibilities
Assesses identified students (birth to 21 years) and provides comprehensive reports of developmental, educational, and adaptive needs to meet the requirements of Part B and Part C IDEA regulations. Works with families in the natural environment and local school districts in the school based setting to schedule lessons and provide itinerant instruction in communication and language development (oral, sign, and tactile) literacy, use of assistive technology, and other unique needs of students who are deaf hard of hearing and multi-disabled.

Minimum and Additional Requirements
South Carolina Teachers Licensure in area of Special Education Deafness and Hearing Impairments and two years’ experience working with students who are deaf and hard of hearing. Must be able to work effectively and cooperatively with parents, teachers and other professionals in the provision of services. This position may require communication modalities dependent upon employment placement.

Additional Comments
If selected for a interview you must provide verification of your highest level of education (i.e., copy of BA Degree, high school diploma, college transcripts) and if applicable, licensure and/or certification (i.e., nursing licensure, teachers licensure, bus driving certification).

Become part of a family-centered team supporting children who are Deaf or Hard of Hearing, primarily ages birth through age three. This is a full time, 203-day, outreach position based in Falmouth, Maine.

Responsibilities:
 Home visits and facilitating discussions related to hearing levels, communication and language development, communication options/opportunities and overall child development for families of children who are deaf or hard of hearing, birth to age three, with the possibility of some work with children ages 3-5 based on need
 Providing Special Instruction – primary service provision of early intervention
 Collaborating with early intervention agencies and providers
 Observing and providing on-site consultation to early intervention programs
 Consulting, in-service training, and support for teachers, caregivers and professionals
 Monitoring communication and language development through a variety of assessments

Minimum Qualifications:
 Eligibility for Maine Teacher of the Deaf certification
 Masters’ Degree preferred
 Educational background and experience in early intervention and parent education
 Prior experience teaching children who are Deaf and Hard of Hearing
 Willingness to support parent choices
 Experience in supporting listening and spoken language outcomes
 Fluency in American Sign Language or willingness to learn
 Excellent interpersonal and communication skills
 Willingness to travel

CLASS SUMMARY:

Agency – Serves as a liaison between ASDB, public school districts, and other local community organizations. There are regular interactions with local district administrators, which involve extensive travel across the state. Develops and monitors instructional budget, including but not limited to, state appropriation, federal funds, and competitive grants and make the most efficient utilization of resources available in providing the maximum instructional benefit to all students. Develops regulations, procedures, and plans which reflect ASDB policy and provide maximum efficiency to support the educational program. Must remain informed of changes and development in the profession by attending seminars, trainings, and conference. Serves as a member of the Superintendent’s administrative team. In the absence of the Superintendent, or at the direction of the Superintendent or the Board of Directors, fulfills the duties of the Superintendent. Leadership – Provides leadership in developing, evaluating and implementing educational and instructional services in compliance with established local, state, and federal guidelines. Maintains open lines of communication and collaborative relationships with staff, parents. and community. Responds to all correspondence in a timely manner and prepare and disseminate reports required by the Superintendent. Interprets, implements, and enforces agency policy and administrative regulations. Personnel – Participates with the Human Resources Administration in the selection of quality instructional faculty. Hire, schedule, train, discipline, and evaluate staff. Maintains formal evaluation procedures. Promotes and participates in teacher learning and development. Supervises in compliance with agency policies all staff for which he/she has a responsibility. Student Achievement – Responsible for all academic instruction and student progress, meeting state academic standards. Evaluates curricula, teaching methods, and programs to determine their effectiveness and efficiency. Provides assistance to the Principals and Regional Directors as primary evaluators to link evaluation with continuous improvement to instruction. Works with principals, directors and coordinators to develop plans for assessing and monitoring the progress of students. Establishes goals and expectations for teaching and learning. Maintains a learning environment that encourages an appreciation of cultural and ethnic diversity. Keeps abreast of current research and considers the implementation of innovative strategies and programs which benefit students. Position involves consistent travel and regular overnight stays will occur and will be responsible for some or all of the listed duties and/or additional duties that occur from time to time.

TRAINING AND EXPERIENCE:

Extensive experience in teaching, curriculum development, school administration, and project management.
Demonstrated experience in creating, organizing, and supervising instructional programs.
Advanced ASL skills if working with students/staff who are deaf or hard of hearing.
Proficient Braille if working with students/staff who are blind or visually impaired.

LICENSING/CERTIFICATION REQUIRMENTS:

Must be able to pass FBI and State background check or Fingerprint Clearance Card as position requires by policy or Statute
Defensive Driver Training Program to be completed by all agency personnel that drive on State business
Master’s Degree in Education with significant academic preparation in curriculum and instruction.
Appropriate Arizona administrative certification.

KNOWLEDGE OF:

Policies, procedures, and programs of the immediate work unit
Principles and practices of administration and management
Agency or program rules, regulations, and operating procedures
Agency hiring practices and procedures.
Standards and researched based instruction.
State and federal laws, regulations, and legislation that impacts ASDB.
Principles and practices of school administration and current educational trends.
Arizona Department of Education rules and regulations governing certification requirements.
Arizona Department of Education plans and procedures for schools.

DEMONSTRATED SKILL/ABILITY TO:

Monitor and assess performance
Assess judgment and make decisions
Prepare comprehensive reports
Operate standard office equipment including a variety of software applications.
Instruction and training methods to include Beyond Textbooks, Essential Elements of Instruction, and Teacher Evaluation
Plan, organize, and manage time efficiently
Communicate information and ideas effectively so that others will understand
Analyze administrative problems and develop courses of action
Produce clear and concise reports
Plan training sessions and in-services
Communicate with all levels throughout the agency

Duties include but are not limited to:
• Providing effective overall leadership of a state-operated school for Deaf and hard-of-hearing students
• Ensuring that each student’s IEP is implemented with fidelity
• Ensuring that each student’s transition plan leads to positive postsecondary outcomes after graduation
• Ensuring that each student receives quality instruction using the Georgia Standards of Excellence in a language-rich learning environment
• Ensuring that strategic-planning and continuous improvement initiatives and plans are implemented
• Communicating regularly with stakeholders including building administrators, staff, students, parents, Georgia Department of Education staff, local school districts, and community representatives
• Managing school resources to promote a school climate that is safe and conducive to learning
• Recruiting, hiring, and supervising staff to meet the needs of students and support school operations