What the work involves

You receive AI-generated artifacts that imitate the paperwork of special education practice: goal banks and measurable annual goals, present levels of academic achievement and functional performance narratives, eligibility determination write-ups, accommodation and modification matrices, behavior intervention plans, transition plans, and slide decks intended for IEP team or professional development use. Your job is to grade them against a rubric and explain your scoring in writing. That means catching goals that aren't measurable, services that don't follow from the stated needs, LRE justifications that are boilerplate rather than reasoned, assessment interpretations that overreach the instrument, and IDEA procedural language that is subtly wrong. Formatting matters too — a slide deck with unreadable data tables or a spreadsheet with broken service-minute math fails on presentation grounds even when the content is defensible.

What the platform screens for

Mercor's screen is AI-led and pushes on specifics. Expect to be asked which age bands, disability categories, and state regulatory contexts you have actually worked in, and to be pressed for detail when you generalize. Reviewers who can name the assessments they administered, describe a compliance dispute they resolved, or articulate why a particular goal fails the measurability test tend to advance. The screen also tests calibration: whether you can separate "this is wrong" from "this is a defensible choice I'd make differently," and whether your written feedback is specific enough for a model trainer to act on. Fluency in Slides and Sheets is a real requirement, not a formality — a meaningful share of tasks are deck and spreadsheet critique.

Logistics

  • Fully remote, asynchronous, hourly.
  • No fixed schedule; work is claimed from a queue, and volume fluctuates with project cycles.
  • Most evaluators commit 10–20 hours weekly, though some engagements ask for more sustained availability.
  • Pay band of $80–120/hr reflects observed rates for this category and is not guaranteed; final rate depends on credentials, screening performance, and project.
  • Five-plus years of professional special education experience is a hard gate. A master's degree in special education, school psychology, or a related field is preferred and commonly present among accepted evaluators.