Assistant Director of Special Education Grades 5-8

Overview

The Assistant Director of Special Education for grades 5 through 8 (pending student needs) will be responsible for assisting in the development, management, and improvement of special education programs and educational services provided to students with disabilities and students at risk. Work is accomplished through cooperation with other administrators and staff members who serve the needs of these students.

• Coordinate and monitor the development of district-wide policies and procedures for special education programs and services.

  • Recommend procedures for the identification and placement of students with disabilities into special education services.

  • Supervise the implementation of special education policies and procedures within the district to ensure that they are being implemented in accordance with state and federal law.

  • Develop or initiate processes and/or procedures for the ongoing identification of students with disabilities.

  • Assist in parent conferences, development of IEPs, and periodic reviews to assure that all students with disabilities are provided a free and appropriate education.

• Coordinate the system of record keeping for special education programs and services.

  • Assist in the development of procedures for district-wide compilation and maintenance of individual records of students receiving special services.

  • Direct the monitoring of student records to ensure completeness and accuracy. Inform record keepers and building administrators of changes.

  • Assist in preparation of data necessary for reimbursement of funds or required by the State Department of Special Education.

  • Assist in the collection of cooperative agreements for out-of-district placements.

• Contribute input for selection, supervision, and evaluation of special education staff.

  • Assist in recruitment, selection, and recommendation for hiring special education personnel.

  • Provide input to the building principals on the effectiveness of all programs as it relates to special education teachers, teacher assistants, psychologists, and related service staff.

  • Serve in a supervisory capacity to provide direction and oversight to special education teachers, related service providers, and school psychologists.

• Develop and evaluate special services, curriculum, and procedures for meeting student needs.

• Provide input to the principals and Director of Special Education regarding the implementation of intervention services and the Multi-Tiered Systems of Support Team.

  • Evaluate the strengths and weaknesses of each special education program and provide a written report to the Director of Special Education when requested.

  • Collaborate with the Director of Special Education on goal setting for special education services for the school year.

  • Assist in the development and evaluation of accountability procedures, curriculum, and staff development.

  • Assist staff in implementing or modifying instructional or classroom management strategies to meet student needs.

  • Provide consultation and assistance to personnel to assure that students receive appropriate programming and that the necessary data is collected to demonstrate student progress toward IEP goals and objectives.

  • Develop and conduct regular inservice training programs for the special education staff and general education staff regarding procedural changes and any topics essential to the delivery of services to students with disabilities or students at risk.

  • Provide communication to parents, administrators, and general education personnel regarding the education of students with disabilities.

  • Assist in the coordination of the home instruction program and the transportation for students with disabilities.

  • Represent the district at placement meetings, annual reviews, and IEP meetings or assign an appropriate designee to attend.

  • Provide input to the counseling staff and administrative team into the structuring of processes and programs to support 504 students.

  • Provide input into the structuring of processes and programs to support intervention services and the MTSS team.

  • Develop cooperative placements with other school districts and community agencies to provide appropriate services for those students with disabilities whose needs cannot be met within the district.

• Work cooperatively with the Director to coordinate the use of special education funds provided for instructional materials and equipment for students with disabilities.

  • Plan and recommend expenditures for special education teachers.

  • Identify and maintain adequate supplies, testing materials, and equipment needed for special education programs.

  • Assist in developing budget recommendations.

• Develop and maintain professional and personal skills and knowledge necessary to provide the leadership expected for this position and for a district administrator.

  • Assume personal responsibility for professional growth and development; for maintaining a current knowledge of professional literature, research, and legal issues; and for attending appropriate professional meetings.

• Perform other duties as assigned by the Superintendent or his/her designee.

1. Master’s Degree or higher.

2. Valid Ohio administrator certificate or professional license.

3. Five or more years of successful special education related experience.

4. Must be trained and successfully complete and maintain accreditation for Non-Violent Crisis Prevention and Intervention (CPI).

5. Thorough understanding of special education model policies, procedures, and legal requirements.

6. Such alternatives to the above as deemed appropriate by the Superintendent.

1. Knowledge of special education laws and family support services at the local, state and federal levels.

2. Knowledge of research, trends, and best practices in special education.

3. Skill in drafting procedures to provide special education services.

4. Skill in coordination, administration and supervision of special education related staffing, supervision, budgeting, and facilities.

5. Ability to maintain positive working relationships with students, staff, parents/guardians, and community.

6. Ability to communicate effectively orally and in writing.

7. Ability to interpret test data, evaluations, achievement tests, behavioral and adaptive behavior scales.

8. Technologically proficient.

9. Must hold a valid U.S. driver’s license and reliable transportation for travel to itinerant sites and meetings.

Serve as an advocate for students with disabilities through coordination, providing leadership, and collaboration for the Special Needs Program.

PHYSICAL DEMANDS: The physical demands described herein 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.

• Position is mostly indoors: climate-controlled office or school setting

• The employee is frequently required to walk and stand while performing the duties of this job. Occasionally the employee will sit and/or run.

• The employee will frequently bend or twist at the trunk while performing the duties of this job.

• The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.

• Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects.

• The employee must also have the ability to work in an office environment and operate varied technologies.

• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.

• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as a noisy environment and be able to tell where a sound is coming from.

• The employee must be able to communicate in order to give directions.

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.

Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually moderate.

Each staff member shall remain free of any alcohol or non-prescribed controlled substance and abuse of any prescribed controlled substance in the workplace throughout his/her employment in the District.

Each staff member shall serve as a role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings. Each staff member has a legal responsibility to help instill in students the belief in and practice of ethical principles and democratic values.

The above statements are intended to describe the general nature and level of the work being performed by people assigned to this work. This is not an exhaustive list of all duties and responsibilities.

Physical Requirements:

Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects. Must be trained and successfully complete and maintain accreditation for Non-Violent Crisis Prevention and Intervention (CPI).