Exceptional Children Program Specialist

Summary

Special Education Coordinator

Qualifications:

• Minimum of 5 years teaching Special Education
• Experience with writing IEP's and maintaining required special education paperwork
• Demonstration of leadership roles
• Command of IDEA policies and proceduresat the federal and state level, including due process procedures

Supervises:

• Data manager and assigned EC Staff

Essential Job Functions:

• Compliance
  • Manages compliance of all aspects of the special education process as defined by IDEA:
    • Receives/reviews referrals to the IEP team
    • Conducts IEP meetings in accordance with the North Carolina Policies Governing Services for Students with Disabilities
    • Manages EC records, including facilitation of audits and follow up corrections
    • Coordinates with all staff reporting and monitors the timelines of all processes, including development and review of Functional Behavior Assessments and Behavior Intervention Plans
    • Notifies school psychologists of all pending evaluations
    • Serves as the LEA representative as designated by the building administrator
  • Maintains current knowledge and implementation of ECATS
  • Actively compares and rectifies ECATS and student information management system data reports
  • Submits accurate Periodic Child Count reports
  • Manages the initial referral process of students
  • Provides school-based Professional Development through modules provided
  • Reviews, monitors and coaches the writing of compliant IEPs
  • Manages end of year transition meetings
  • Transfers compliant files to other buildings upon student transfer or at year end
• Instruction
  • Provides program and instructional support in all areas, including but not limited to:
    • Assists with scheduling
    • Supports teachers with classroom management and behavioral strategies
    • Assists with data collection
    • Notifies Principal, Director, and Program Specialist of students concerns as needed
    • Monitors the implementation of the IEP through informal observations and feedback
    • Assists teachers in obtaining needed instructional materials
  • Attends all required professional development activities supported by the district
  • Facilitates EC teacher/TA PLC with a focus on data and problem solving
• Communication
  • Notifies building administrator of parent concerns
  • Collaborates with building administrators and other school resources to resolve parent concerns
  • Participates in District EC Facilitator meetings
  • Provides follow up communication at weekly EC PLC to school staff and administrators
  • Be an active member of the EC PLC through presentation of data and other items focused on increased student achievement and reduction of child count
  • Maintains a spreadsheet of EC data—referrals, reevaluations, annual review, ESY determination due dates, PRC 29 and BIPs as one means to communicate with staff; Weekly review at EC PLC required.
  • Collaborates with SAT, 504 and other building chairs as appropriate
  • Responds to requests from stakeholders made through varied formats (in person, by phone, by email, etc) for information in a timely manner
• Performs all other duties as assigned

Physical and Cognitive Requirements

The major physical and cognitive requirements listed below are applicable to the Exceptional Children's Coordinator job classification within the Exceptional Children Program of Hoke County Schools.

Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently to constantly to move objects.

Must be able to:

• Walk, lift, reach, stoop, stand, grasp, kneel, crouch, key requiring repetitive motions
• Use visual acuity in preparing and analyzing written or computer data
• Operate a variety of machines, motor vehicles, hand, and job specific equipment and tools
• Determine the accuracy and thoroughness of work
• Observe general surroundings and activities
• Hear sufficiently to accurately perceive information at normally spoken word levels, receive detailed information through oral communications and make fine distinctions in sound
• Communicate by spoken word to express or exchange ideas and convey detailed or important instructions to others accurately, loudly, or quickly
• Safely work in situations of exposure to blood borne pathogens which may require specialized personal protective equipment
• Communicate effectively and efficiently, both orally and in writing
• Demonstrate a working knowledge of data and information collection systems including computerized ones (Microsoft Office programs, ECATS, email accounts, etc.)
• Demonstrate some knowledge of basic accounting procedures
• Learn and comprehend the laws and regulations governing exceptional children programs
• Develop procedures for record keeping and retrieval
• Maintain accurate records

DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of the position. All employees may have other duties assigned at any time.

Job Description

Special Education Coordinator

Qualifications:

• Minimum of 5 years teaching Special Education
• Experience with writing IEP's and maintaining required special education paperwork
• Demonstration of leadership roles
• Command of IDEA policies and proceduresat the federal and state level, including due process procedures

Supervises:

• Data manager and assigned EC Staff

Essential Job Functions:

• Compliance
  • Manages compliance of all aspects of the special education process as defined by IDEA:
    • Receives/reviews referrals to the IEP team
    • Conducts IEP meetings in accordance with the North Carolina Policies Governing Services for Students with Disabilities
    • Manages EC records, including facilitation of audits and follow up corrections
    • Coordinates with all staff reporting and monitors the timelines of all processes, including development and review of Functional Behavior Assessments and Behavior Intervention Plans
    • Notifies school psychologists of all pending evaluations
    • Serves as the LEA representative as designated by the building administrator
  • Maintains current knowledge and implementation of ECATS
  • Actively compares and rectifies ECATS and student information management system data reports
  • Submits accurate Periodic Child Count reports
  • Manages the initial referral process of students
  • Provides school-based Professional Development through modules provided
  • Reviews, monitors and coaches the writing of compliant IEPs
  • Manages end of year transition meetings
  • Transfers compliant files to other buildings upon student transfer or at year end
• Instruction
  • Provides program and instructional support in all areas, including but not limited to:
    • Assists with scheduling
    • Supports teachers with classroom management and behavioral strategies
    • Assists with data collection
    • Notifies Principal, Director, and Program Specialist of students concerns as needed
    • Monitors the implementation of the IEP through informal observations and feedback
    • Assists teachers in obtaining needed instructional materials
  • Attends all required professional development activities supported by the district
  • Facilitates EC teacher/TA PLC with a focus on data and problem solving
• Communication
  • Notifies building administrator of parent concerns
  • Collaborates with building administrators and other school resources to resolve parent concerns
  • Participates in District EC Facilitator meetings
  • Provides follow up communication at weekly EC PLC to school staff and administrators
  • Be an active member of the EC PLC through presentation of data and other items focused on increased student achievement and reduction of child count
  • Maintains a spreadsheet of EC data—referrals, reevaluations, annual review, ESY determination due dates, PRC 29 and BIPs as one means to communicate with staff; Weekly review at EC PLC required.
  • Collaborates with SAT, 504 and other building chairs as appropriate
  • Responds to requests from stakeholders made through varied formats (in person, by phone, by email, etc) for information in a timely manner
• Performs all other duties as assigned

Physical and Cognitive Requirements

The major physical and cognitive requirements listed below are applicable to the Exceptional Children's Coordinator job classification within the Exceptional Children Program of Hoke County Schools.

Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently to constantly to move objects.

Must be able to:

• Walk, lift, reach, stoop, stand, grasp, kneel, crouch, key requiring repetitive motions
• Use visual acuity in preparing and analyzing written or computer data
• Operate a variety of machines, motor vehicles, hand, and job specific equipment and tools
• Determine the accuracy and thoroughness of work
• Observe general surroundings and activities
• Hear sufficiently to accurately perceive information at normally spoken word levels, receive detailed information through oral communications and make fine distinctions in sound
• Communicate by spoken word to express or exchange ideas and convey detailed or important instructions to others accurately, loudly, or quickly
• Safely work in situations of exposure to blood borne pathogens which may require specialized personal protective equipment
• Communicate effectively and efficiently, both orally and in writing
• Demonstrate a working knowledge of data and information collection systems including computerized ones (Microsoft Office programs, ECATS, email accounts, etc.)
• Demonstrate some knowledge of basic accounting procedures
• Learn and comprehend the laws and regulations governing exceptional children programs
• Develop procedures for record keeping and retrieval
• Maintain accurate records

DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties and skills required of the position. All employees may have other duties assigned at any time.