Special Education Coordinator - Middle / High

The Shaker Regional School District is seeking a Middle & High School Level Special Education Coordinator. Responsibilities include: facilitation of new special education referrals, oversight of all special education procedures and IEP implementation, LEA representative at IEP team meetings, provides input to the IEP team. The job of Special Education Coordinator is for the purpose of ensuring compliance to established policies, procedures and/or regulations; and addressing other duties and processes required to maintain the districts’ program of services. Responsibilities include: acting as a liaison with special education staff, serving as a resource of information regarding special education programs and services; and ensuring that procedures are appropriate in relation to policies required by state and federal regulatory requirements. This position is for 200 work days and offers a comprehensive benefits package including District contribution toward Health Insurance, plus fully paid Dental, Life, and Long-Term Disability Insurance as well as conference/workshop and course reimbursement. ESSENTIAL FUNCTIONS SPECIAL EDUCATION COORDINATOR: A. Collaborates with others (e.g. district director of student services, teachers, support staff, etc.) for the purpose of implementing and maintaining services in accordance with programmatic and regulatory requirements. B. Consults with district Director of Student Services for the purpose of maintaining existing programs and implementing new services in accordance with established time-frames, professional standards and related requirements. C. Facilitates meetings that may frequently involve a range of issues for the purpose of evaluating situations, identifying appropriate actions, developing recommendations and/or implementing desired program changes. D. Monitors assigned program/services for the purpose of ensuring stated outcomes are achieved, relevant policies and procedures are addressed, and services are efficiently provided within budgetary guidelines and federal/state regulatory guidelines. E. Responds to inquiries of special education teachers, support staff, other professional organizations for early childhood, etc. for the purpose of providing information and/or direction as may be required. F. Responds to issues involving staff, parental requests that may result in some negative impact and/or liability if not appropriately addressed for the purpose of identifying the relevant issues and recommending or implementing a plan of action that will efficiently resolve the issue with consultation of the Director of Student Services. G. Assists special education personnel as may be required for the purpose of supporting them in the completion of their work activities. H. Assists with other responsibilities as assigned by the Director of Student Services. ESSENTIAL FUNCTIONS SCHOOL PSYCHOLOGIST: 1. Must be either Special Education Administrator Certificatiounbed or Certifiable by the New Hampshire State Department of Education, 2. This position includes conducting formal comprehensive assessments for special education eligibility, providing direct services to students including counseling and social skills, and consulting with school staff and outside providers. 3. Experience with conducting comprehensive formal assessment for students with cognitive, academic, behavioral and social/emotional needs. 4. Experience with conducting and implementing evidenced based behavioral interventions and assessments including positive behavior intervention systems, individual and program wide behavior systems and plans, functional behavioral assessments. 5. Experience and training with executive functioning, social skills, behavioral and self-regulation programs. 6. Strong ability to design, implement and support behavioral systems and data collection. 7. Strong positive, interpersonal skills with the ability to build relationships with students, staff, program coordinators, administration and families. 8. Strong ability to work as a member of a professional learning community and multi-disciplinary team. 9. Highly effective oral and written communication skills that promote and encourage collaboration with colleagues, parents, and administrators. 10. Highly effective executive function skills including being well organized, strong time management skills, and able to work independently to meet timelines. 11. Experience with and commitment to inclusion that benefits students socially, emotionally and academically. 12. Experience with varied profiles and disabilities including but not limited to mild/moderate academic learning disabilities, emotional impairment, attention/hyperactivity, autism, social cognition, and other atypical learner profiles. 13. Highly preferred - applicants with strong clinical knowledge and skills, as well as demonstrated experience and training with de-escalation strategies and physical supports as a last resort, specifically with Crisis Prevention Institute (CPI) or similar approach.