SECONDARY ARD FACILITATOR

Primary Purpose:             ARD Facilitator

Reports to:                       Director of Special Education

Dept./School:                   Assigned Campuses and Level

Wage/Hour Status:          Exempt

Pay Grade:                       AISD Salary Schedule

Terms of Employment:     10.5 months (197 days) a year

Date Revised:                   June 10, 2022

Primary Purpose:

Responsible for facilitating Annual, Review, and Dismissal (ARD) meetings and completion of required ARD paperwork. Monitor implementation of individualized education plans (IEP) and facilitate communi- cation with parents and staff.

Qualifications:
Special Education Certification

Education/Certification:

Bachelor’s Degree

Masters Degree (Preferred)

Special Knowledge/Skills:

Knowledge of state and federal laws for educating students with disabilities Understanding of the individual needs of students with disabilities
Ability to communicate effectively with parents and staff
Ability to implement policies and procedures

Ability to interpret data
Strong organizational, communication, and interpersonal skills

Experience:

5 years of teaching students with disabilities and participation in ARD meetings

Major Responsibilities and Duties:

Program Management

1. Schedule or assist in scheduling ARD meetings and assist with establishing an agenda, setting the time allotted for the meeting, and establishing a set of guidelines for the meeting.

2. Facilitate ARD committee discussions using facilitation techniques to help the committee members communicate and collaborate effectively. Ensure each committee member has an opportunity to par- ticipate, resolve disagreements that arise, and keep the committee on task.

3. Ensure federal and state timelines are met with respect to functions of the ARD committee meetings.

4. Implement and maintain systematic communication between special and general education personnel with respect to ARD meetings and decisions, Individual Education Plans (IEPs), student accommoda- tions, and instructional concerns and progress.

5. Support student achievement ensuring delivery of special education curriculum and instruction ac- cording to the IEP of individual students.

6. Ensure student progress is evaluated on a regular, systematic basis, and findings are used to make decisions to improve program effectiveness as it relates to specific student needs. Offer and imple- ment changes when warranted.

1. Collaborate with teacher to address student achievement deficiencies focusing resources, materials, and technology to promote satisfactory classroom performance. Encourage and support the devel- opment of innovative instructional programs.

2. Assist in monitoring the instructional process to ensure program activities are aligned with desired outcomes and IEP.

Instructional Support

1. Support the district’s student management policies and expectations for student behaviors related to the special education program.

2. Use coaching skills to support staff, build capacity, and provide technical assistance.

3. Provide orientation to new staff on procedures for effective implementation of the campus ARD process.

Communication and Community Relations

1. Establish and maintain a positive relationship with principals, teachers, staff, and parents by support- ing innovation and efforts in educating students with disabilities.

2. Serve as parent liaison in matters pertaining to student assessment, program eligibility, and IEPs.

3. Articulate the district’s mission and goals in the area of special education and solicit support in realiz- ing the mission.

Policy, Reports, and Law

1. Compile, maintain, and file all reports, records, and other documents as required.

2. Comply with policies established by federal and state law, State Board of Education rule, and local board policy in the area of special education. Make recommendations to improve program effective- ness.

Other

   17. Follow district safety protocols and emergency procedures
   18. Perform any duties as assigned by the Director of Special Education.

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
Lifting: Occasional light lifting and carrying (under 15 pounds)

Environment: Occasional districtwide and statewide travel
Mental Demands: Work with frequent interruptions; maintain emotional control under stress