Job Title: Special Education Coordinator/Diagnostician 

Reports to: Assistant Superintendent

Dept./School: Special Education

Primary Purpose:

Coordinate and manage the district’s special education program. Ensure that services are provided for special needs students and individualized education plans are provided to meet the needs of all students. Warrant compliance with all state, federal, and local requirements.

Assess the educational, learning styles, and program needs of students referred to special education services. Work cooperatively with instructional personnel to provide the most appropriate instructional programs for students with disabilities.

Qualifications:

Education/Certification:

Master’s degree

Valid Texas teaching certificate

Valid Texas educational diagnostician certificate

Special Knowledge/Skills:

Knowledge of federal and state special education law

Understanding of the individual needs of special needs students

Ability to communicate with all levels of special needs students and their parents

Ability to implement policy and procedures

Knowledge of diagnostic procedures, education of special education students, human development, and learning theories

Ability to interpret data

Ability to manage personnel scheduling

Strong organizational, communication, and interpersonal skills

Experience:

Two years teaching experience 

Major Responsibilities and Duties:

Instructional and Program Management

1. Recommend the development and delivery of special education curriculum and instructional programs that incorporate district goals and support student achievement. Ensure that curriculum renewal is continuous and responsive to student needs.
2. Develop and implement an effective special education referral process and ensure that student assessments and recommendations regarding placement and program management for individual students are completed in a timely manner.
3. Monitor the admission, review, and dismissal (ARD) process districtwide. Participate in committee meetings to recommend that students are placed appropriately and development of individual education plans for students are consistent with district procedures. Ensure that student progress is evaluated on a systematic basis.
4. Obtain and use evaluative findings (including student achievement data) to gauge special education program effectiveness. recommend changes when warranted.
5. Ensure that the necessary time, resources, materials, and technology to support and accomplish educational goals are available. Encourage and support the development of innovative instructional programs.
6. Coordinate transition services for special education students entering and exiting public school programs.
7. Take an active role in the formulating and implementing contracts for special education students receiving contracted services outside of the district.
8. Work collaboratively with Campus Administrator and teachers to plan and use appropriate instructional and learning strategies, activities, materials, and technology that reflects understanding of the learning styles and needs of students assigned. Support differentiated instruction individually and within a small group.

Assessment

1. Select and administer formal and informal assessments to determine student eligibility for special education services according to federal and Texas Education Agency regulations.
2. Compile and evaluate comprehensive student information using classroom observations; personal interviews with the student, teachers(s), parents and others; and relevant assessment data from the student's cumulative folder. Consult with parents and teachers concerning the educational needs of students and interpretation of assessment data.
3. Participate in the Admission, Review, and Dismissal (ARD) Committee to assist with interpretation of assessment data, appropriate placement, and development of Individual Education Plans (IEP) for students according to district procedures.

Consultation

1. Present staff development training in assigned schools to assist school personnel in identifying and understanding students with disabilities.
2. Assist classroom teachers with implementation of IEP.

Student Management

1. Demonstrate a willingness to support Campus Administrators regarding their vision for student management policies and expected student behavior related to special education programs.

Program Management

1. Participate in the selection of assessment materials and equipment.
2. Develop and coordinate a continuing evaluation of the assessment program and make changes based on findings.
3. Comply with policies established by federal and state law, State Board of Education rule, and local board policy. Comply with all district and local campus routines and regulations.

Policy, Reports, and Law

1. Implement the policies established by federal and state law, State Board of Education rule, and local board policy in the area of special education. Recommend sound policies and procedures to improve the programs.
2. Compile, maintain, and file all reports, records, and other documents required.
3. Follow district safety protocols and emergency procedures.

Budget and Inventory

1. Work with the Assistant Superintendent to develop the special education budget based on documented needs and ensure that operations are cost effective and funds are managed wisely.
2. Maintain a current inventory of supplies and equipment and recommend the replacement and disposal of equipment when necessary.

Communication and Community Relations

1. Establish and maintain a professional relationship and open communication with principals, teachers, staff, parents, and community members.
2. Serve as district liaison to community agencies providing services to students and notify parents and students of available services.
3. Articulate the district’s mission and goals in the area of special education to the community and solicit its support in realizing the mission.
4. Demonstrate awareness of district-community needs and initiate activities to meet those needs.
5. Use appropriate and effective techniques to encourage community and parent involvement.

Supervisory Responsibilities:

None

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse, frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards; Frequent district wide travel; occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress