Essential Job Functions:

• Monitors and ensures adherence to policy, procedures, timelines and regulations regarding the special education process. 

• Receives and screens special education referrals. 

• Schedules all special education screenings and eligibility meetings. Facilitates/coordinates screening and IEP meetings (initial, annual review and revisions), eligibility paperwork for special education and transitions for students.

• Coordinates testing to remain in compliance with federal timelines and requirements.

• Serves as Local Education Agency (LEA) division representative at all IEP meetings and assures the development of standards driven IEPs.

• Coordinates thorough and timely scheduling of special education transportation. Assigns, monitors and verifies timesheets of instructional assistants riding the bus.

• Writes and assists teachers’ writing of Functional Behavior Assessments and Behavioral Intervention Plans and assists with efforts in the school to employ positive behavioral interventions and supports in efforts to reduce suspensions of students with disabilities.

• Administers diagnostic tests.

• Maintains knowledge of SOL and alternative assessment (eligibility requirements).

• Serves as testing coordinator, including testing accommodations and alternative assessments, ie. GLA, VSEP, VMAST and VAAP.

• Provides professional development to school staff regarding online IEP programs and in the student information system. 

• Ensures timely and accurate student data entry; maintaining current student enrollment information; monitors development of IEP’s online and in the student information system.

• Provides ongoing professional development and support to special and general education staff in special education procedures/regulations, collaborative model, differentiates instruction, data collection and analysis and assessments.

• Provides supplemental professional development for new special education staff. 

• Accesses and analyzes student performance data to address instruction that can improve student performance.

• Shares and models use of research-based instructional strategies with staff to ensure quality instruction.

• Assists in the development of the school’s master schedule to ensure support of the students’ instructional needs in regards to staff resources. 

• Maintains effective communication with special education specialists, liaisons, and other support staff. 

• Conducts classroom observations that address student learning needs and promote quality instruction.

• Collaborates with Transition Coordinator to ensure the transition needs of students are addressed to provide opportunities for students to be college and/or career ready.

• Based upon individual school need, incumbent may be required to:

• Teach content, process and application skills; Plan instructional program; demonstrate skills, assign and evaluate coursework.  Administers methods to evaluate progress.  Records progress and issues reports to students, parents and administrators.

• Serves as, and performs all duties associated with the department chair role for assigned building.

• Performs other duties as required.

Budgetary Responsibility:      

N/A

Report Preparation:  

Prepares reports as required.

Equipment Operation: 

Operates personal computer, basic office equipment and equipment related to program instruction. 

Contacts:  

Teachers, regular classroom and instructional assistants, Building Administrator and parents, Exceptional Education office staff.

Work Direction/Supervision:  

May provide work direction to employees assigned in the special education area.

Decision Making:  

Performs majority of functions independently.

Formal Policy-Setting Responsibilities:  

N/A

Physical Demands: 

Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to use a telephone, to enter data into a computer terminal; to see and read a computer screen and printed material with or without vision aids; hear, understand speech and speak in audible tones so that others may understand clearly at normal levels indoors and on the telephone. Physical agility to bend, stoop, sit on the floor, climb stairs, walk and reach overhead. May be required to use crisis prevention or intervention techniques and to lift up to 50 pounds.

Work Environment: 

Work is performed in a public school.  The noise level in the work environment is quiet to moderate.

Considerable knowledge of: the regulations and policies related to disabilities; and of the concepts, principles and methodologies of instruction, learning theory and teaching methodologies for special education students.  Demonstrated ability to identify students appropriate for special education programs; to develop instructional goals for students within special education programs; design and deliver instruction and assess student learning.  Demonstrated abilities in decision making, problem analysis, conflict resolution, interpersonal relationships and planning.   Demonstrated ability to organize, schedule and monitor work assignments and to train and advise staff.  Demonstrated ability to communicate effectively, both orally and in writing. Demonstrates knowledge in all areas of special education identification criteria.