K-8 SPECIAL EDUCATION COORDINATOR (#42)

Job Title: K-8 Special Education Coordinator
Location: District
Job Group: Educator
Pay Level:Exempt
Reports to: Executive Director of Educational Support Services (EDESS)
Summary: In collaboration with school leadership, coordinates Special Education programming within a multi-tiered system of supports and ensures procedural adherence, regulatory and legal compliance. Promotes student learning and personal growth and works with all members of community members to enhance learning opportunities. Serves as a Special Education resource for compliance and with intervention models within an MTSS framework.
Essential Duties and Responsibilities: Other duties may be assigned.
Ensures procedural and substantive compliance of programming with Special Education rules, regulations, State and Federal laws.
Creates and refines resources for Special Education to ensure high-quality IEP and related documents including the revision and maintenance of the Special Education Procedures Manual.
Monitors due process implementation; checks for compliance with rules and regulations and works with case managers to increase skill/knowledge.
Leads regular procedural compliance reviews and sets measurable goals for each school.
Develops and/or identifies professional development opportunities for certified and non-certified staff, parents and administrators. May serve as a presenter.
Leads State & Federal monitoring and data collection. Ensures data is current and complete. May be responsible for completing reports.
Oversees the implementation and application of standard IEP processes and procedures for the District.
Coordinates Special Education programming in all assigned locations in collaboration with building administrators to ensure high-quality Special Education programming and services.
Serves as the liaison to Principals and building-based Special Education teams.
Serves as a member of the District Educational Support Services team and participates in Administrative Team meetings, as necessary.
Responsible for for implementation of new initiatives and due process requirements in assigned portfolio schools,
Secures contracted services to ensure compliance with student plans and District obligations. Oversees the work of outside providers.
Identifies any issues and shortcomings in meeting disabled student needs at assigned schools. Collaborates with the EDESS and building administrators to resolve concerns.
Plans and facilitates assigned service provider meetings in order to provide support and training specific to various service areas including contracted partners and in-District providers
Serves as SBSD representative at student meetings to provide: conflict resolution; provision of resources and due process monitoring
Coaches and evaluates case-managers, school psychologists, and Special Education-related service providers in District-wide policies Collecting program evaluation data, analyzing, and making program recommendations for assigned portfolio schools.
Assists the EDESS in District-wide program planning.
Provides data-informed recommendations for developing, improving, expanding Special Education programs, roles or services to ensure students with disabilities are provided a free appropriate public education in the least restrictive environment.
Conducts workload analysis of caseloads.
Reviews schedules of certified and non-certified special education personnel.
Conducts analysis of student needs and programming recommendations on student’sIndividual Education Plans.
Collects, maintains and analyzes data and prepares summative reports.
Maintains a high level of knowledge regarding developing special education issues, changes in the laws, and educational methods of teaching students with disabilities, for the purpose of managing effective special education programs in District schools.
Accepts and carries out other responsibilities in a timely manner as may be assigned by the EDESS.
General Responsibilities: Under the direction of the EDESS, has general supervisory and evaluation responsibilities of assigned teachers, staff, and interns/volunteers. Responsible for managing program and district goals, curriculum, personnel issues for the assigned area. Monitors student progress through appropriate procedures. Regular attendance in accordance with established work schedule. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service.
Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience: Master’s Degree preferred. A minimum of three years experience as a Special Educator. Documented knowledge and experience in the development of intervention models within an MTSS framework. Additional course work/professional development and/or direct experience in leadership and staff supervision.
Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement as a Special Educator and hold or be eligible for an endorsement as a Director of Special Education.
Language Skills: Ability to read, analyze, and interpret textbooks, periodicals, professional journals/books, technical procedures, and/or governmental regulations. Ability to write IEPs, lesson plans, reports, correspondence, and procedures. Ability to effectively present information and respond to questions from administrators, students, parents/guardians, staff, and the public in a collaborative and problem solving manner. Ability to use a variety of assessments to modify instruction and improve student outcomes.
Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of Algebra and Geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to use a variety of assessments and analyze student and school data to monitor student progress. Demonstrated solid reasoning and problem solving skills.
Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Other Skills and Abilities: Ability to apply knowledge of current research and theory to instructional programs at the elementary and middle school level; a demonstrated application of best practices with appropriate levels of student learning. Ability to plan and implement programs based on school and district objectives and the needs and abilities of assigned students. Ability to establish and maintain effective relationships with students, peers, and parents/guardians; skilled in oral and written communication. Ability to keep current with technology trends and utilize technology to enhance student instruction and learning. Ability to perform duties with awareness of all District requirements and Board policies.
Physical Demands: The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to remain stationary and sometimes move to and from locations. The employee is frequently required to talk, hear and see. Occasionally the employee may need to kneel and bend to interact with younger students. While performing the duties of this job, the employee may occasionally reach overhead, push, carry, or lift up to 40 lbs. such as instructional materials, technology related items or to assist students. The employee must be able to manipulate technology (keyboards, on-off switches, operate equipment) and to assist students with learning tools. The incumbent is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, model best behavior, must show above average interpersonal skills, and follow directions of school leadership.
Work Environment: The work environment characteristics described here represent those employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The work is performed in an active environment, typical of a school. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. Occasional travel to other locations for meetings and training may be required. At times, formal presentations to the Board or other groups may be required.
Terms of Employment: Per Master Agreement
Evaluation: Per established guidelines
Date Accepted: 4/7/23 K. Romick