Consult on learning, attention, organization skills issues with administration, counselor, teachers, and families
Provide one-on-one and small group support to students with learning needs (Instructional support should be in-person if students are on campus and virtual only when students are in distance learning). This includes running small reading groups and research-based intervention groups.
Coordinate and lead team meetings with parents and teachers (Head of LS and counselor when relevant) regarding individual student learning/attention/language needs for students Age 3 – Grade 5.
Meet on a scheduled basis with teachers to discuss student concerns, referrals and instructional strategies
Read and interpret neuropsychological and psycho-educational evaluations of Lower School students for parents and staff; meet together to discuss recommendations.
Write, monitor and update Accommodation Plans for Barrie students with identified Learning Disabilities and/or ADHD Age 2 – Grade 5
Evaluate results of standardized testing (DIBELS) and consult with teachers regarding student progress
Provide professional referrals (psychologists, therapists, tutors, etc.) to families
Maintain connections and communication with professionals in the area, in order to discuss Barrie students receiving outside services, as well as to identify additional referrals for parents
Serve as a member of the Student Support Services Team (SSST), meeting regularly with Counselor and MUS Learning Specialist
Consult on reading programs and reading instruction in Lower School
Compile and update list of Lower School students receiving special needs services
Liaison between outside tutors, occupational therapists, speech/language professionals and MCPS service providers who provide services to Barrie students on campus
Attend and advocate during Montgomery County Public Schools screening and IEP meetings held at home public schools, for Barrie students, at parents’ request
Meet with Barrie specialists throughout the year to discuss students with special needs
Serve on Admissions Committee for Lower School applicants
Consult with Admissions staff; talk to parents and attend Admissions meetings when requested
Meet with prospective students and families with special needs issues, as asked by Admissions
Observe students during admissions visits, as asked by Admissions
Attend professional development relevant to the role of learning specialists and convey information to staff
Share resources, articles and other information on learning/language and attention issues
Participate in the life of the school by attending community events
Other duties as assigned
Bachelor’s degree required; Master’s in Special Education preferred.
3-5 years of experience in an educational setting.
3-5 years working with students with a range of learning skills and needs.
Detail-oriented; positive attitude.
Appreciation for and experience working in a diverse educational environment.
About Barrie School
Established in 1932, Barrie School cultivates intrinsic motivation in students through a progressive and collaborative approach to education. The school currently serves 300 students in two divisions: Barrie Montessori (18-months to 5th grade) and Barrie Middle & Upper School (6th to 12th grade). The school is also the home to the Institute for Advanced Montessori Studies, a nationally recognized training institute for teachers throughout the region, and Barrie Camp, a day program that serves more than 500 families each summer.
Barrie is located in Silver Spring, Maryland outside Washington, D.C. and within one mile of the Metro subway. Our verdant 45-acre campus of open fields, streams, ponds, forests, and stables provides space for learning, play, and exploration. Barrie encourages students to develop their own individual interests and talents through hands-on, experiential learning, which promotes 21st-century outcomes, including:
? Analytical and Creative Thinking and Problem-Solving
? Complex Written and Oral Communication
? Leadership and Teamwork
? Digital and Quantitative Literacy
? Global Perspectives
? Adaptability, Initiative, and Risk-Taking
? Integrity and Ethical Decision-Making