Exceptional Children Program Facilitator

POSITION PURPOSE:

The Exceptional Children Program Facilitator performs a variety of professional work to assist with the coordination of compliance related duties including (but not limited to) federal and state headcount reporting accuracy, IEP development, procedural safeguards and compliance, eligibility determination conversations, and least restrictive environment discussions.

KNOWLEDGE, SKILLS, AND ABILITIES

• Demonstrated ability in leadership roles in the field of special education
• Thorough knowledge of federal, state, and local policies and procedures regarding Exceptional Children
• Considerable knowledge of school board policies, procedures and standards regarding education
• General knowledge of the principles of supervision, organization and administration
• Ability to utilize policy and procedure to review & audit EC records for compliance
• Considerable knowledge of current trends, publications, research and laws pertaining to IDEA, FERPA, and EC programs
• Considerable knowledge of NCDPI rules, regulations and requirements pertaining to EC programs
• Skill in counseling and developing staff
• Ability to motivate, influence and shape individuals in order to assure continuous organizational development and improvement
• Ability to maintain complete and accurate confidential records and statistics and to develop meaningful reports from that information
• Ability to develop and implement appropriate programs for Exceptional Children
• Ability to assess the effectiveness of programs and activities
• Ability to interpret educational policies and procedures
• Ability to effectively express ideas orally and in writing
• Ability to make oral presentations before large groups of people
• Ability to use a computer and current word processing programs, create spreadsheets, and access online tools
• Ability to navigate online tools such as ECATS, and Infinite Campus 
• Ability to establish and maintain effective working relationships as necessitated by work assignments

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor’s Degree from an accredited institution
• Minimum of five (5) years of teaching experience within EC
• Experience in leadership roles with a wide range of skill sets
• Experience facilitating team discussions and problem solving
• Any equivalent combination of training and experience that provides the required knowledge, skills and abilities

CERTIFICATION AND LICENSE REQUIREMENTS

• Valid NC License in Special Education or a related service area
• Must possess a valid driver’s license issued by the NC Department of Motor Vehicles

 PREFERRED QUALIFICATIONS:

• Master’s Degree from an accredited institution in Special Education Services or related
• NC License in K-5 Regular Education and/or Birth-Kindergarten

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Provide strong leadership, guidance and support to school based staff, administrators and other departments

Ensure compliance with federal, state, and local policies

Assist building level administrators with resolving issues relating to the delivery of special education services

Provide technical assistance to special education classroom teachers with developing appropriate IEPs, structuring/organizing classrooms, developing behavior management plans.

Assist schools and parents in problem solving challenging behaviors

Support the separate settings for students via the separate setting placement procedures, monitoring student success, develop transition plans to increase participation with non-disabled peers, and attend IEP meetings when separate setting is being considered

Provide modeling, coaching, observations and recommendations to improve instruction and services for student(s); may include providing information regarding different techniques or methodologies that may be appropriate for student(s) (Grades PreK – 12)

Assist Director with the development and implementation of the strategies defined through the LEA Self-Assessment

Ensure compliance with the conditions of the Manifestation Determination Review policies and procedures

Attend IEP meetings when a recommendation of Long Term Suspension has been recommended

Collaborate with principals and other administrators to decrease suspensions

Plan and conduct professional development activities in a variety of areas

Perform other duties as assigned by EC Director and/or EC Coordinator

If serving preschool, candidate will maintain a database for Screening Clinic, Trans-Disciplinary Play Based

If serving pre-school, candidate will organize data as it relates to Pre-K placements, Do Not Qualify (DNQ), Least Restrictive Environment (LRE)

Perform other duties as assigned

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
 

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES
 

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.

DISCLAIMER
 

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.