Temporary Special Education Paperwork Manager

Jobsitemnasa; Northern (KY); Hybrid; USD 12,000 - 24,000; Part time

Job summary

St. Croix River Education District seeks a Temporary Special Education Paperwork Manager to coordinate IEPs and related evaluations for up to 10 young adults in a transition program.

This role involves compiling required documentation, ensuring accuracy and timelines, and collaborating with staff and families. The position may be performed remotely with virtual participation in meetings and monthly transition team involvement.

Qualifications

• Requires Minnesota special education licensure.
• Candidate should provide strong written communication and organizational skills.
• Experience coordinating IEPs and related documentation is preferred.

Responsibilities

• Coordinate and facilitate IEP meetings and evaluations.
• Develop compliant IEPs, annual goals, and services.
• Complete required documentation and ensure timelines are met.
• Collaborate with staff, families, and professionals to align IEPs with student needs.
• Monitor timelines and maintain confidential records.

Skills

Strong written communication

Organization

Team collaboration

Time-management

Data interpretation

Education

Minnesota special education teaching license

Job description

Temporary Special Education Paperwork Manager

Category: SCRED – Certified/Special Education Teacher K-12

Date Posted: 9/18/2026

Location: St. Croix River Education District

Date of Availability: ASAP

Date Closing: Open until filled

Position Purpose:

The Temporary Special Education Paperwork Manager provides specialized support for the development, coordination, and completion of special education due process paperwork for up to 10 young adults, ages 18–22, participating in a transition program. This temporary position is responsible for coordinating and facilitating Individualized Education Program (IEP) and evaluation processes and completing required special education documentation in accordance with state and federal requirements. Responsibilities include facilitating IEP and evaluation meetings, developing IEPs and annual goals, developing evaluation plans, coordinating special education evaluations, completing Evaluation Summary Reports, and ensuring required special education paperwork is completed accurately and within required timelines. This position does not provide direct instruction or direct services to students. The Paperwork Manager works collaboratively with the staff who provide daily instruction and related services, to gather information, review student progress, develop appropriate IEP goals and services, and maintain continuity between the written IEP and the student’s educational programming. The position may be performed remotely, with virtual participation in meetings as appropriate. Regular communication and coordination with the transition program team are essential components of the role.

Performance Responsibilities:

1. 1. Coordinates special education paperwork and due process responsibilities for up to 10 young adults, ages 18–22, participating in a transition program.
2. 2. Coordinates and facilitates annual IEP meetings, including communication with required team members, preparation of documentation, facilitation of team discussion, and participation of students, families, and IEP team members.
3. 3. Develops compliant IEPs, including present levels, measurable annual goals and objectives, services, accommodations and modifications, progress-monitoring procedures, transition services, and other required components.
4. 4. Collaborates with instructional and related service staff to gather student performance data, progress-monitoring information, staff observations, transition data, and family and student input needed to develop and update IEPs.
5. 5. Coordinates progress-monitoring requirements, including establishing data collection expectations with staff, reviewing collected data, and completing required progress reports. This position does not provide direct instruction or routinely administer progress-monitoring measures to students.
6. 6. Coordinates special education reevaluations, including reviewing existing information, developing evaluation plans, coordinating assessment responsibilities, and obtaining required parent/guardian input and consent.
7. 7. Conducts evaluation-related activities that can be completed without direct student contact and within the scope of the individual’s professional training and licensure, and collaborates with other qualified professionals completing direct assessments.
8. 8. Reviews and synthesizes evaluation information, develops Evaluation Summary Reports in collaboration with multidisciplinary team members, and facilitates evaluation and eligibility determination meetings.
9. 9. Completes additional required special education documentation, including Prior Written Notices, IEP amendments, evaluation plans, progress reports, and meeting documentation.
10. 10. Monitors special education timelines, maintains accurate student records, and ensures required documents are completed, finalized, distributed, and maintained in accordance with district procedures and applicable requirements.
11. 11. Collaborates regularly with instructional staff, related service providers, school psychologists, administrators, families, and other team members to ensure IEPs and transition plans accurately reflect student needs, programming, strengths, preferences, and postsecondary goals. Participates in a monthly transition program team meeting, which may occur virtually.
12. 12. Maintains confidentiality, communicates professionally, consults with special education administration regarding complex due process or eligibility questions, and performs related work as assigned.

Other Duties as Assigned:

Perform other duties as assigned.

Qualifications:

• Current Minnesota special education teaching license required.
• Experience developing Individualized Education Programs, facilitating IEP meetings and completing special education evaluations preferred.
• Knowledge of Minnesota and federal special education requirements and due process procedures.
• Knowledge of transition planning and services for students ages 18–22 preferred.
• Ability to interpret educational, evaluation, and progress-monitoring data and use that information to develop appropriate IEP programming.
• Strong written communication, organization, collaboration, and time-management skills.
• Ability to collaborate effectively in a team-based model in which instructional, transition, evaluation, and paperwork responsibilities are shared among multiple professionals.
• Ability to work effectively in a remote or hybrid environment and maintain consistent communication with program staff, families, and other team members.

Work Location and Schedule:

This position may be performed remotely. Virtual participation in IEP, evaluation, and team meetings is permitted when appropriate.

The employee must be available during mutually agreed-upon school-day hours for required IEP meetings, evaluation meetings, consultation with staff and families, and a monthly transition program team meeting. Other paperwork and documentation responsibilities may be completed on a flexible schedule, consistent with required timelines and team needs.

Anticipated Hours Per Week: Up to 10 hours per week

Terms of Employment:

Temporary Position

Anticipated Duration of Assignment: through June 1, 2027.

Evaluation:

Performance of this job will be evaluated in accordance with district procedures for temporary personnel.