JOB
Coordinates special education services for students with disabilities and supports staff to optimize student learning in the Intensive Day Program at the assigned location. Serves as the Intensive Day Program’s lead special educator and curriculum leader, exemplifying knowledgeable and professional conduct in addressing the learning needs of students with disabilities. Provides professional development and support to special education teachers in special education procedures, regulations, differentiated instruction and assessments. Supports research-based instructional practices to improve achievement of special education students in classrooms. Demonstrates knowledge of practices and procedures of instruction, assessment and program planning for students with significant emotional and or behavioral concerns; evaluates instruction based upon specific standards and objectives established by Chesterfield County Public Schools and as indicated in each student's Individualized Educational Plan (IEP).Contacts are made within and outside of the school system. Requires timely and thorough handling of sensitive information and dealing tactfully with others.
EXAMPLE OF DUTIES
Essential Job Functions: Monitors and ensures adherence to policy, procedures, timelines and regulations regarding the special education process. Schedules all special education and eligibility meetings. Facilitates/coordinates screening and IEP meetings (initial, annual review and revisions), eligibility paperwork for special education and transitions for students.Schedules and completes all triennial testing. Conducts small group social skills sessions.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.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.Assists in hiring, training and providing input regarding teachers’ and paraprofessionals’ evaluations. Secures substitutes for staff.Assists in the implementation of instruction and behavior based on a student's individual education plan (IEP). Applies principles and methods of developing an instructional and behavioral management system. Assists the IEP team in determining and implementing what specialized help and instruction the child may need to understand the discipline code to enable the student to consistently demonstrate the appropriate behaviors conducive to learning.Maintains contact with students’ parents. Coordinates with students’ home school in transitioning students to the least restrictive environment. Provides prescribed health care for the health impaired student who requires the presence of a person trained to meet those health needs. Escorts students when necessary; provides physical support/intervention to students when necessary.Coordinates services from private and public agencies (courts, doctors, social services, mental health, etc.).Orders materials, supplies and textbooks.Assists in the development of the school’s master schedule to ensure support of the students’ instructional needs in regards to staff resources.Provides ongoing professional development and support to Intensive Day staff in special education procedures/regulations, collaborative model, differentiates instruction, data collection and analysis, and student information system. 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: Is responsible for the budget assigned to the program and the corresponding CCPS rules and regulationsReport 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/APhysical Demands: The physical demands described here represent those that must be met 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 regularly required to use hands to handle or feel objects, manipulate or handle controls, objects and or other materials; reach with hands and arms, talk and hear. The employee is required to stand, walk, sit, climb, balance, stoop and kneel. May require use of crisis prevention or intervention techniques. May be required to lift up to 25 pounds. Specific vision abilities required by this job include close, distance and peripheral visionWork Environment: Work is performed in a public school. The noise level in the work environment can range from quiet to noisy
SUPPLEMENTAL INFORMATION
Must hold a valid Virginia Postgraduate Professional teaching license with an endorsement in a special education concentration and three to five years successful teaching experience. An endorsement in Administration and Supervision is preferred.Applicants considered for employment must successfully complete the following background investigations/tests: Federal Bureau of Investigation (FBI) Criminal History InvestigationState Police Criminal History InvestigationChild Protective Services (CPS) InvestigationTuberculosis Screening/TestChesterfield County Public Schools assures Equal Employment Opportunities for employees as required by Federal and State Orders and Laws. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. This job description is intended to accurately reflect the position activities and requirements. However, the administration reserves the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position and does not imply an employment contract.