Process Coordinator

SUMMARY:  Responsible for managing the process of special education referrals and evaluations; developing appropriate programming for students from the IEP process through placement; and will ensure the provision of free appropriate public education (FAPE) to all students who qualify for special education. 

ESSENTIAL DUTIES AND RESPONSIBILITIES  Other duties may be assigned.

• Supervise and coordinate all aspects of the special education process.
• Liaison between the district and outside agencies for the purpose of FAPE and compliance.
• LEA Representative in IEP meetings or other situations where appropriate.
• Collect ongoing data for special education programming operations.
• Resource for all educators related to struggling learners, including providing professional development.
• Assist and advise the Director of Special Education.

Professional Responsibilities:

• Participates in Professional Development.
• Participates in weekly building Special Education meetings.
• Participates in screening activities.
• Demonstrates enthusiasm toward the profession.
• Maintains accurate files and paperwork for the individual students referred, screened, and/or receiving therapy or other school-provided services.
• Stay current on laws, policies, and procedures for special education.
• Ensures compliance with federal, state, and local requirements.
• Maintains regular attendance.
• Maintains confidentiality and unquestionable integrity.

QUALIFICATION REQUIREMENTS: 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, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION AND/OR EXPERIENCE:

Masters with certification in at least one area of special education or related area and knowledge of special education requirements.

Preferred prior experience as either an administrator, guidance counselor, special education teacher, school psychologist, or equivalent in-depth training through a practicum or internship experience; must have prior experience as a classroom teacher. 

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Missouri teaching certificate with special education endorsement

COMMUNICATION SKILLS:

• Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.
• Ability to write reports, correspondence, and procedure manuals consistent with the position.
• Ability to effectively present information and respond to questions from groups of administrators, staff, and the general public.

LANGUAGE SKILLS:

• Ability to read, analyze, and interpret educational assessments

MATHEMATICAL SKILLS:

• Ability to calculate figures and amounts and apply that knowledge to scoring and interpretation of assessments.

• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

• Ability to collect data, establish facts, and draw valid conclusions.  Ability to interpret a large amount of information. 

TECHNOLOGY:

• Competent with computer skills, including web browsing, email, word processing, Google platform, and the student information system.  
• Must have the ability to learn and utilize new software programs as systems are upgraded.

OTHER SKILLS AND ABILITIES:

• Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement model lessons and teacher professional development based on district and school objectives and the needs and abilities of students to whom assigned.  
• Knowledge of subject matter content.
• Knowledge of child/adolescent development.
• Demonstrates patience, respect, and understanding of students and parents.
• Demonstrates a sense of professional responsibility.
• Ability to communicate clearly and concisely in written and oral form.
• Ability to interpret standardized testing instruments.
• Ability to perform all duties in full compliance with all district requirements and Board policies.

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 the essential functions.

While performing the duties of this job, the employee is regularly required to walk and talk or hear.  The employee frequently is required to stand and sit.  The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, and depth perception.  The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in this environment is usually quiet to moderate, depending on the activities of the day.  Duties are performed indoors.

The information contained in the job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position, and additional duties may be assigned.