Learning Disabilities Teacher Consultant (LDTC)

Community Charter School of Paterson•Paterson, NJ

13d•$64,000 - $90,000•Onsite

About The Position

The Community Charter School of Paterson (CCSP) is seeking a Learning Disabilities Teacher Consultant (LDTC) to join the Child Study Team. The LDTC will be responsible for conducting academic and learning evaluations, consulting with teachers on instructional strategies, and supporting the development and implementation of IEPs for students with learning disabilities and related exceptionalities.

Requirements

New Jersey Certification as a Learning Disabilities Teacher-Consultant (Educational Services Certificate with LDT-C Endorsement) required.
Master's degree in Special Education or related field required.
Minimum of three (3) years of teaching experience, with at least one (1) year of CST evaluation experience preferred.
Proficiency in standardized educational achievement and processing assessments.
Knowledge of NJAC 6A:14, IDEA, and NJ special education classification criteria.

Nice To Haves

Spanish language proficiency preferred but not required.

Responsibilities

Conduct comprehensive educational evaluations for students referred to the CST, including assessments of academic achievement, learning modalities, processing skills, and educational needs.
Administer, score, and interpret standardized educational assessments in compliance with NJAC 6A:14 and IDEA timelines.
Prepare written educational evaluation reports that are accurate, legally compliant, and directly applicable to IEP development.
Conduct re-evaluations on a triennial cycle or as required by the IEP team.
Participate as a core CST member in eligibility conferences, IEP meetings, and annual reviews.
Contribute educational assessment findings to eligibility determinations, placement decisions, and IEP goal development.
Collaborate with the School Psychologist, Lead Social Worker, and Special Education Coordinator to ensure integrated CST functioning.
Serve as a consultant to Special Education and general education teachers on evidence-based instructional strategies for students with learning disabilities.
Assist in identifying appropriate accommodations, modifications, and supplementary aids and services for students' IEPs.
Participate in I&RS/MTSS meetings to consult on tiered instructional interventions for students showing academic difficulty.
Monitor the academic progress of students with IEPs and provide data-driven instructional recommendations to the IEP team.
Convene the identification meeting within twenty (20) calendar days of a written referral, and ensure eligibility determination, IEP development, and IEP implementation are completed within ninety (90) calendar days of parental consent to evaluate, consistent with N.J.A.C. 6A:14-3.3 and 6A:14-2.3.
Convene each annual review of the IEP no later than 365 days from the date of the prior IEP, and ensure each reevaluation is completed within the three-year (triennial) cycle unless the parent and district agree in writing that it is unnecessary, per N.J.A.C. 6A:14-3.8.
Ensure Prior Written Notice is issued for every proposal or refusal to initiate or change the identification, evaluation, educational placement, or provision of FAPE, per N.J.A.C. 6A:14-2.3(g).
Ensure parents receive procedural safeguards as required, and that all notices and communications are provided in the parent's native language or primary mode of communication, per N.J.A.C. 6A:14-2.3 and IDEA.
Treat all case-related documentation — including email, meeting notes, and drafts — as part of the student's educational record subject to FERPA and discoverable in the event of dispute.
Implement IEPs as written. No service, accommodation, modification, or placement is added, reduced, suspended, or withheld except through a properly convened IEP team decision documented by Prior Written Notice.
Make no verbal-only commitments to families regarding services or placement. Any agreement that affects a student's program is reduced to writing and routed to the Special Education Coordinator for review prior to transmission.
Maintain each case file in audit-ready condition at all times: current IEP, signed consents, evaluation reports, service logs, progress data, and correspondence filed contemporaneously rather than reconstructed after the fact.
Maintain a current caseload compliance tracker capturing all regulatory dates (referral, consent, evaluation, eligibility, annual review, and reevaluation deadlines) and submit it to the Special Education Coordinator on a bi-weekly basis.
Participate in a monthly case-management check-in with the Special Education Coordinator, arriving prepared with the status of every open timeline, identified compliance risks, and any family or service-delivery concerns.
Report any actual or anticipated timeline slippage, missed deadline, or compliance exposure to the Special Education Coordinator immediately upon becoming aware of it, rather than deferring to the next scheduled check-in.
Generate and distribute IEP progress reports concurrent with the issuance of each marking-period report card.
Maintain complete and accurate evaluation records and consultation documentation in compliance with FERPA, IDEA, and NJDOE regulations.
Coordinate documentation timelines with the Lead Social Worker and Special Education Coordinator.