Process Coordinator

Job Title: Elementary Special Education Process Coordinator

Department: Instruction

Reports to: Director of Special Programs

Classification: Certified / Exempt

Summary

To supervise the special education process from referral through placement and provision of services, appropriate identification and placement of students with disabilities and district compliance with state and federal requirements for special education.

Essential Duties and Responsibilities

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Enrollment/Transfers

• Collaborate and assist guidance department in enrolling students with an IEP throughout the school year.
• Contact sending district, request records, and confer with personnel for students with an IEP who are transferring into the district.
• Review and accept or reject IEP and/or evaluation report from transferring district with IEP team.
• Coordinate implementation of IEP for transfer students within the building.
• Conduct meetings with students, parents, teachers, guidance counselor to implement schedule changes throughout the school year.

Special Education Process

• Keep informed of legal requirements and compliance issues governing Special Education.
• Communicate and update district personnel regarding best practices, trends and regulations.
• Provide support to Special Education Teachers with compliance requirements, paperwork and effective practices.
• Monitor timelines and compliance issues with Special Education Teachers, as requested.
• Participate, as necessary, with the development of individual behavior plans and/or plans for success.
• Participate in weekly ECSE Special Education Team meetings.
• Assist the Special Education Staff with procedures for referral, securing medical reports, evaluation reports, and IEP writing, and placement.
• Assist in the coordination of evaluation plans.
• Coordinate reevaluations within ECSE.
• Monitor and evaluate appropriate administration and interpretation of assessment methods and instruments.
• Assist in determining student eligibility for special education services.
• Assist in the maintenance of individual records of students with disabilities.
• Assist in the coordination of outside/contractual/private/parochial evaluations, evaluation reports and IEP conferences.
• Act as a resource for parents inquiring about the special education process, programs and procedures.
• Support teachers in the event of parent/teacher or paraeducator/teacher conflict.
• Act as an Inclusion Facilitator for the building.
• Serve as primary LEA representative when possible.
• Serve as a mentor to new teachers concerning special education process and implementation of IEP’s to meet individual student needs.
• Assign students with disabilities to special education caseloads.

Transition

• Coordinate transition services within the building.
• Coordinate and confer with other Process Coordinators concerning transition between buildings to meet the individual needs of students with disabilities.

Administrative

• Coordinate with the Director of Transportation/bus drivers with issues concerning students with disabilities.
• Assist with coordination and implementation of homebound services, as necessary.
• Maintain communication with the Director of Special Programs.
• Collaborate with the Director to develop and implement district Special Education procedures.
• Monitor completion of monthly reports by Special Education Teachers required by the Director of Special Programs.
• Maintain a meeting log for the building for IEP’s, Review of Existing Data, Evaluations, and Referral Team Meetings.
• Collaborate with the Building Administrators. Director of Special Programs on Special Education Teacher and Paraeducator hiring, training and transfer, as requested.
• Provide training and guidance to Paraeducator.
• Coordinate and assist in the assignment of Paraeducator schedules within the building.
• Mediate and consult on Paraeducator issues within the building.
• Provide consultation services for students attending a life-skill functional level classroom or significant behavior classroom.
• Plan and consult for extra budget items for functional settings/assistive technology, etc.
• Provide consultation services for teacher’s case managing students with more significant needs.

Building Support

• Serve as a resource for special needs issues on a building level.
• Share Process Coordinator Meeting notes at Team Meetings with Special Educators as well as Building Administrators.
• Coordinate all district and state-wide testing for students with disabilities within the building.
• Confer with health services staff concerning health related issues with students with disabilities.
• Assist with the coordination of PT and OT services within the building.
• Assist Guidance staff with social/emotional issues within the building.
• Coordinate needed supplies for Special Education Teachers through collaboration with the Director of Special Programs and/or Building Administration.
• Maintain communication with the Building Administration concerning issues of students with disabilities.
• Coordinate budgets for Special Education Teachers within the building.
• Assist with professional development activities for Special Education Teachers and Paraeducators as needed, within the building.
• Coordinate programs and classes to meet the current needs of students of disabilities.
• Coordinate assistive technology and sensory diet materials for students of disabilities.
• Collaborate with Special Education Teachers, Guidance Staff, and Building Administrators on students with disabilities’ placement in regular classrooms to best meet the needs of students, as well as to encourage the efficient use of district resources.
• Confer with Building Administrators concerning disciplinary issues with students with disabilities.
• Arrange meetings as a result of disciplinary issues with students with disabilities.
• Communicate, as needed, disciplinary issues with the Director of Special Programs and Building Administrators.
• Confer and coordinate services with the Children’s Division, Juvenile Office, and other outside agencies.
• Maintain a caseload of outside placements including IEP’s, reevaluations, and parent meetings associated with this caseload.

Supervisory Duties

Supervises students at all times.

Qualifications

Education/Experience/Certificates

Master’s Degree and valid Missouri teaching certificate required; or such alternative to these qualifications that the Board may find appropriate and acceptable. Certification in at least one area of special education or related area. Knowledge of special education process.

Skills and Abilities

Language

Must have the ability to read, analyze and interpret professional journals, board policy, administrative procedures/forms, and government regulations and guidelines. Must be able to complete forms, write reports, and engage in written correspondence with parents. Must have the ability to write clearly and complete lesson plans.

Computation

The individual must have the ability to work with mathematical concepts such as probability and statistical inference; and apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

Reasoning

Must have the ability to define problems, collect data, establish facts, and draw valid conclusions. Must be able to apply knowledge of current educational theory and instructional techniques while presenting subject matter to students.

Technology

The individual must understand basic computer functions such as word processing and internet use. Will be using district software for recording grades and finding student information.

Physical Demands

The physical demands described here are representative of 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 essential functions.

The individual who holds this position must have the ability to speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; must be able to move around the classroom; must be able to read handwritten and printed materials.

Attendance

Consistent and regular attendance is an essential job function of this position.

Conditions and Environment

The work conditions and environment described here are representative of those that an individual will encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

The individual who holds this position will regularly work in a school environment that is noisy and active. Occasionally the individual will be required to work outdoors for short periods of time to perform tasks, such as loading and unloading buses.

Terms of Employment

Teacher contract of 183 days plus an additional 10 days beyond a teacher calendar year. Salary

and work year established by the board.

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board

Policy on Evaluation of Certified Staff.