Employment

We are looking for a few people interested in making a difference in the lives of our students!  We are an equal opportunity employer.


Current Openings

Educational Interpreter for the Deaf

The Colorado River BOCES has a full-time opening for an Educational Interpreter for the Deaf.  Responsibilities will include but are not limited to facilitating communication between persons who are deaf and/or hard of hearing and others; using sign language to convey teacher instruction and intent; assisting students with daily activities; providing voice to sign, sign to voice oral transliterate support; participating as a team member to plan, review and share information; and serving as a resource to other school personnel requiring assistance with hard of hearing and deaf persons.

Candidates must be eligible for Colorado Department of Education Authorization as an Educational Interpreter. Compensation is based on degree level and experience.   

 Contact Denise Rahe, drahe@crboces.org


SPEECH-LANGUAGE PATHOLOGIST/ SPEECH-LANGUAGE PATHOLOGIST ASSISTANT

SLP(A)’s in schools have integral roles in education and are essential members of school faculties. They help students meet the performance standards of a particular school district and state by assuming a range of responsibilities: a) working in partnership with others to meet students' needs, b) providing direction in defining students' roles and responsibilities, and c) ensuring appropriate services to students.

General Description of the Role:  

  • Provides group or individual services to students identified with a communication disability on their IEP.  
  • Provides thorough assessment and diagnosis of articulation, voice, fluency, and language disabilities.
  • Provides Response to Intervention (RtI)/MTSS, screenings as appropriate and observations to identify students with communication needs.

 

Duties of this position include but are not limited to:

1. Planning:

Designing the exceptional student education program so that it is consistent

with the total educational philosophy of the district. Continuing professional growth through educational meetings, reading professional  literature, and exchanging ideas among the district staff. Working in coordination with other special education staff in planning and developing the program. Coordination with 0-3 services/providing Child-find evaluations and coordination with MVDS in this area.  Providing assessment of students in private schools.


2. Programming:

 Preparing educational plans annually for each student, serving a range of          disorders, based on individually assessed needs, serving a range of disorders in            accordance with district procedures.    Preparing therapy plans for each student across all grade levels.  Providing appropriate schedules for exceptional students involving school personnel as required. Participating in the in-school staffing and screening processes as appropriate.  Participating on evaluation teams for speech, language, and hearing impaired students as appropriate. Providing diagnostic/evaluation testing for students.  Providing culturally competent services. Cooperating with school personnel in coordinating services within that school. Conferring with classroom teachers as requested concerning any educational needs of the student. Making available to teachers’ instructional ideas that are appropriate for exceptional    students within the classroom situation. Collaboration, SLP works in partnership with others to meet students' needs Working with the MTSS/RtI teams to help implement interventions for students with Speech and Language concerns.

           

3. Reporting:

 Ensuring that each student in the program has necessary evaluation records in his/her      IEP.   When requested, furnishing the principal(s) and Special Education Director with current exceptional student schedules.  Completing progress reports on each student in the special education as required. Supplying progress reports to school personnel and to parents of exceptional   students as required.  Responsible for meeting federal and state mandates as well as local policies in performance of their duties. Activities may include Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development. Referring those students who require further evaluation or follow-up services to the    appropriate school personnel or community agencies.  Data collection and analysis to guide practice and services to students, data-based decision making, including gathering and interpreting data with individual students.

 

4. Other:

 Other duties as assigned.  SLPs help students meet the performance standards of a particular school district and state.  Supervising Speech Language Assistant in accordance with the legal.   Manage oneself (is organized, prepared, and punctual; manages resources; meets deadlines; follows through on commitments; demonstrates appropriate physical   appearance relative to job and environmental expectations).  Consistently acts in ways that directly support various missions (Colorado River BOCES, CDE, schools, districts).  Effectively maintains relationships at multiple levels (individual, team, Colorado River BOCES, schools, districts).  Maintains ethics, legal responsibility, and confidentiality.   Follows organizational and district policies

 REQUIRED QUALIFICATIONS:

1. Master's degree.

2. Valid Colorado CDE license in field and hold ASHA certification.

 

DESIRED QUALIFICATIONS:

1. Certificate of clinical competence (ASHA).

2. Experience in public schools.


 Contact Denise Rahe, drahe@crboces.org


Special Education Compliance Secretary

Special Education Compliance Secretary assists the Directors of Special Education, Assessment Team, and Special Education Providers with providing the best possible special education services.  The Special Education Compliance Secretary is the initial contact person for Providers and the Assessment Team when they need assistance with the IEP Process and/or Enrich.


Qualifications Required

Education: High School Diploma

Licensure: none


Supervisors:        Director of Special Education; Business Manager

Contract Days: 210 days per year

Compensation: Special Education Secretary Compensation Plan


Specific Skills Recommended

  • Strong computer skills (PC and Mac)

  • Good writing, editing, and organizational skills

  • Strong interpersonal skills

  • Strong problem-solving skills

  • Ability to work independently


Major Areas of Responsibility and Duties Specific to this Job:

Office Management Responsibilities

  • Maintain regular office hours

  • Field telephone calls and handle email correspondence

  • Process IEP mail as necessary

  • Order and maintain Special Education Secretary supplies

  • Proficiently operate general office equipment (printers, fax, copiers, etc.)


Responsibilities

  • Validate and accurately maintain Enrich database with current student information by working closely with providers, district staff and Colorado River BOCES staff

  • Enter Discipline information into Enrich for Colorado River BOCES reporting

  • Support Special Education Providers and Colorado River BOCES staff with new CDE IEP Forms questions

  • Field IEP process questions as necessary

  • Notify special education providers of upcoming Annual and Triennial IEP meetings

  • Process submitted IEPS

  • Check Enrich Student information (grade, guardianship, addresses, etc.) against district database

  • Review submitted IEP for completeness of required documentation

  • Communicate with special education providers regarding parts of the IEP that need further attention

  • Answer questions and provide guidance to special education provider to assist in timely completion of IEP in question

  • Review resubmitted IEP and, if provider is finished, archive the IEP in Enrich

  • Request translation of IEP, if requested by provider or parent

  • Print copy and mail to parents or others as deemed necessary (provide copy to special education provider, if they wish)

  • Send original signature pages and other documentation, if provided to Colorado River BOCES, for scanning into Enrich program

  • Start Progress Report in Enrich 

  • Notify special education provider that the IEP has been archived and that a Progress Report has been started for them

  • Update Enrich Student Information Demographics, Conference Tabs, and Class Rosters at this time

  • Send out IEP forms as requested by special education providers

  • Prepare reports as requested for district, Colorado River BOCES, or special education providers

  • Provide information as requested for October 1 Count 

  • Provide and maintain accurate information in Enrich for all reports

  • Provide and maintain accurate information in Enrich to Colorado River BOCES for December 1 Count

  • Provide and maintain accurate information for School Nurse as necessary 

  • Maintain current Procedural Safeguards (English and Spanish) delivering appropriate amount to special education providers

  • Assist district school secretaries with obtaining Special Education Records

  • Attend all Colorado River BOCES Special Education Secretary trainings

  • Attend and contribute to district special education meetings as appropriate and other meetings as requested

  • Enter student information into Enrich for students who are out of district and the district is paying for services, who attend private schools, who are enrolled in residential facilities, or attend the Colorado School for the Deaf and Blind 

  • Enter referred or transferred student information into Enrich quickly for special education providers

  • Assist in state reporting

  • Other duties as assigned


Technology

  • FirstClass email: Monitor Special Education Secretary Talk for issues regarding Enrich, IEP process, and meetings, and answer emails promptly

  • Troubleshoot computer issues, if possible, and/or direct to proper technicians if necessary

  • Communicate with Enrich technicians to solve Enrich issues 

  • Support special education providers and Colorado River BOCES staff with ongoing training in Enrich as needed


Professionalism

  • Manages oneself (organized, prepared, punctual, manages resources, meets deadlines, follows through on commitments, demonstrates appropriate physical appearance relative to job and environmental expectations)

  • Is respectful and collaborative

  • Effectively maintains relationships at multiple levels (individual, team, Colorado River BOCES, schools, districts)

  • Responds to stakeholders 

  • Handles disagreements and conflicts in a diplomatic manner that does not result in decreased effectiveness over time

  • Consistently acts in ways that directly support various missions (school, district, Colorado River BOCES, CDE)

  • Enhances the image of public education

  • Delivers significant, noteworthy contributions to team and organizational goals

  • Displays a willingness to learn new information

  • Maintains ethics, legal responsibility, and confidentiality

  • Follows organizational and district policies


Communication

  • Uses appropriate written communication that is constructed with the purpose, audience, and intent in mind and with proper writing conventions and mechanics

  • Uses strong verbal communication

  • Applies the appropriate mode of communication (e-mail, written, telephone, face to face) for specific situations

  • Maintains composure during difficult conflict situations

  • Uses strong listening skills

  • Displays effective interpersonal skills (has rapport with all, knows roles of co-workers, promotes information exchange, such as through parent/teacher conferences, newsletters)


Relationships

  • Demonstrates a willingness to be flexible through give and take in team discussions, activities, and decisions

  • When appropriate, seeks first to understand

  • Actively contributes to the goals of all teams

  • Establishes rapport with students, families, and staff

  • Actively contributes to the success of all teams and team members

  • Is able to effectively give and receive constructive feedback


Job Competency 

  • Consistently meets all expectations listed in the job description

  • Delivers services as determined by the IEP or instructional schedule 100% of time


Contact Denise Rahe, drahe@crboces.org and Kristy Slife kslife@crboces.org


school-based 1.0 Occupational Therapist (OT)/ or .75 Physical Therapist (PT)


General Description of the Role

The school-based Occupational Therapist (OT)/ or Physical Therapist (PT) provides  therapy services to students ages birth – 21 within the Garfield16 and GarfieldRe2 school districts to help students benefit from special education.  Job related activities include screenings, evaluations, Individualized Education Plan (IEP) development, and direct and indirect therapeutic services.  

 

Qualifications Required

       Education:    Master’s degree or beyond

Licensure:    Educator licensing issued by the Colorado Department of Education Special Service Provider Endorsement: School Occupational Therapist

 

Qualifications Preferred

Current Certification from the National Board for the Certification of Occupational   Therapists (NBCOT) or Colorado State Physical Therapy Board.

  

Supervisor: District Director of Special Education and Ass. Superintendent

Contract Days:  186 (FT position)                    

Compensation: Professional Salary Matrix

Status:      Exempt

Working Conditions:  Heavy lifting; frequent travel required; assist students in feeding, ambulation,  toileting (including diaper changing), and other self-help needs; management and de-escalation of students with aggressive behaviors

 

Specific Skills Preferred

  • Strong computer skills including Microsoft Office
  • Strong organizational skills and attention to detail
  • Ability to collaborate with team members
  • Leadership skills that support program objectives
  • Effective teaching skills

·       Understanding of the IEP process

  • Experience with special populations
  • Familiarity with standardized and non-standardized assessments
  • Exposure to adaptive equipment and assistive technology and transfer training
  • Knowledge of school based OT/PT model

 

Major Areas of Responsibility and Duties Specific to this Job

  • Conduct screenings, evaluations, assessments of children birth – age 21
  • Determine student’s strengths, needs, and services warranted
  • Help identify long-term goals for post-school outcomes
  • Refer for other discipline involvement when appropriate
  • Assist IEP teams with the development and implementation of IEPs
  • Provide direct and indirect therapy services to students per IEP
  • Train and consult with teachers, providers, and family members regarding curriculum, adaptations, modifications, and student participation and performance
  • Educate self, staff, and students in the proper use of assistive technology, including specialized software and hardware and high/low technologies
  • Modify environments to allow access for all students
  • Document services provided and monitor student progress
  • May participate as member of the Statewide Augmentative, Alternative, Assistive Communication Team (SWAAAC) and may arrange for SWAAAC evaluations when necessary

 

Professionalism

An exemplary staff member consistently demonstrates all of the following:

·       Manages oneself (is organized, prepared, and punctual; manages resources; meets deadlines; follows through on commitments; demonstrates appropriate physical appearance relative to job and environmental expectations)

·       Consistently acts in ways that directly support various missions

·       Effectively maintains relationships at multiple levels (individual, team, CRBOCES, schools, districts)

·       Delivers significant, noteworthy contributions to team and organizational goals

·       Is respectful and collaborative

·       Handles disagreements and conflicts in a diplomatic manner that does not result in decreased effectiveness over time

·       Enhances the image of public education

·       Displays a willingness to learn new information

·       Maintains ethics, legal responsibility, and confidentiality

·       Follows organizational and district policies

 

Communication

An exemplary staff member consistently demonstrates all of the following:

·       Displays effective interpersonal skills (has rapport with all, knows roles of co-workers, promotes information exchange such as through parent/teacher conferences or newsletters)

·       Uses strong verbal communication and strong listening skills

·       Uses appropriate written communication that is constructed with the purpose, audience, and intent in mind and with proper writing conventions and mechanics

·       Applies the appropriate mode of communication (e-mail, written, telephone, face to face) for specific situations

·       Maintains composure during difficult conflict situations

·       Communicates job related problems and difficulties to immediate supervisor

 

Relationships

An exemplary staff member consistently demonstrates all of the following:

·       Develops and maintains rapport and effective relationships with children and adults contacted in the course of work by using courtesy, diplomacy, collaboration, cooperation, support, and professional conduct

·       Actively contributes to the goals and success of all teams and team members through collaboration, cooperation, and flexibility (give and take) in team discussions, activities, and decision making

·       When appropriate, seeks first to understand

·       Is able to effectively give and receive constructive feedback

·       Understands and conveys one’s role within each school setting

 

Job Competency

An exemplary staff member consistently demonstrates all of the following:

·       Meets all licensing requirements for the position

·       Consistently meets all expectations listed in the job description

·       Delivers services as determined by the IEP or instructional schedule 100% of time

 

Personal Growth Progress

An exemplary staff member consistently demonstrates all of the following:

·       Stays current on professional knowledge and technical skills through training opportunities and participation in relevant professional committees and organizations

·       Formulates goals that reflect the organization’s strategic theme and include specific, measurable outcomes instead of just completing activities

·       Demonstrates objective and measurable achievement of individual goals

·       Develops new goals when current goals have been achieved

Contact Denise Rahe, drahe@crboces.org 


Translator/Interpreter

         1.  DESCRIPTION OF NATURE OF SERVICES TO BE PROVIDED:

Qualifications:

The ability to support districts in their service to students and their families whose primary language is not English.

General Statement of Duties:

The Translator/Interpreter is responsible for the overall program supporting districts in their work with special education staff to help with translating in special education meetings and paperwork. 

Organizational Relationship:

Reports directly to the CRBOCES Special Education Director.

2.   PRIMARY DUTIES AS THEY RELATE TO:

           Translator/Interpreter

            This position will encompass the duties of an interpreter and translator. The purpose of this position is to provide school districts, students and families with an avenue for communication. The Interpreter-Translator builds a culture of understanding through prevention of conflict to facilitate student achievement. The position's duties include:

  1. Contact various community agencies (i.e. church, county health) to verify families with children who are currently, or should be, enrolled in a school district.
  2. Through a referral and or through the IEP process the Translator/Interpreter meets with families whose home language is not English to discuss current educational needs.
  3. Help connect families to community resources and complete needed educational paperwork, including IEP document Translation and IEP meeting Interpretation.
  4. Encourage attendance of activities, as appropriate, such as Child Find.

           Assist in obtaining appropriate interpreter services as resources allow.

  1. Make/receive phone calls and makes personal visits (oral contact) for specific purposes under the direction of district or school personnel and/or through requests from CRBOCES service providers.
  2. Guide Student Intervention Teams in collecting evidence required for a special education referral.
  3. Guide families through assessment processes, as appropriate, for their children (B-21).
  4. Work with related service professionals to ensure assessment administration validity.
  5. Work with related service professional, teachers and families to explain assessment results.
  6. Help parents express their desires, needs and questions following communication with schools, districts, and CRBOCES service professionals.
  7. Translate current forms used at the CRBOCES for non- or limited-English speaking families.
  8. Translate current forms used at districts for non- or limited-English speaking families.
  9. Collaborate with school personnel and/or CRBOCES service providers to ensure appropriate paperwork is sent home for English Language Learners (ELL).
  10. Help develop processes and paperwork leading to a better understanding of schools for non- or limited-English speaking families, which includes letter translation upon request.
  11. Be a resource for teachers and/or CRBOCES service providers who serve English Language Learners (ELL).
  12. Communicate Translation/Interpreter needs/celebrations regularly with district/school administration and CRBOCES Executive Director.

 The preceding statements are some of the essential functions of this position. Other duties may be required. CRBOCES reserves the right to modify or change the duties or essential functions at any time.

Contact Denise Rahe, drahe@crboces.org


Deaf and Hard of Hearing Teacher

The DHHT will work with students with hearing disabilities, providing evaluation, direct instruction and consultation services for students and

staff so that the students can be successful in the least restrictive setting.

 

Qualifications:

1. B.S. required; M.S. preferred.

2. Deaf/Hard of Hearing teaching certificate

3. Fluent in ASL

4. Experience with auditory-verbal instruction preferred

 

Duties and Responsibilities:

1. Complete assessment and evaluation data necessary to determine Deaf/hard of hearing student needs, complete eligibility determination and assist school-based teams with providing appropriate access to instruction.

2. Monitor the condition and use of appropriate amplification equipment, including FM/DM when applicable, for each student

3. Provide instruction to each Deaf/hard of hearing student, as determined by team

4. Develop lesson plans for implementing instruction

5. Make regular contact with parents of students and keep records of contacts, including updating short range objectives and other appropriate records

6. Provide emotional support for students and families to promote understanding and coping skills for child’s hearing loss

7. Demonstrate knowledge and skills in the areas of language development and language refinement needed by children with hearing loss

8. Demonstrate skills necessary to communicate effectively and to provide a complete English model for children using a variety of communication methodology

9. Demonstrate knowledge and ability to implement the following specialized areas:

auditory training speech and speech reading, monitoring amplification, use of ASL interpreter, academic and speech/language development, social/emotional and self-advocacy skill development

11. Establish open, frequent communication with parents, staff, and related services personnel

12. Maintain schedule, be punctual, and meet assigned responsibilities

13. Establish and maintain a positive atmosphere in working with staff i

14. Use good organizational skills and flexibility to establish appropriate schedules for student and self

15. Complete required documentation and attend meetings for IEP evaluation, eligibility determination and annual review, as well as progress monitoring of goals

16. Other duties by assigned

Contact Denise Rahe, drahe@crboces.org 




Potential Openings


Support Staff Position

YMHS programs rely on additional support staff such as para educators and other. Let us know if you are interested

Bus Driver
YMHS provides transportation from Basalt to Parachute.

Substitutes
We are looking for Subs for both our high school and early childhood classrooms.

Employee Application