Primary Purpose:

Assess the educational, learning styles, and program needs of students referred to special education services. Work cooperatively with instructional personnel to provide the most appropriate instructional programs for students with disabilities.

Qualifications:

Education/Certification:

Master’s degree in educational assessment

Valid Texas teaching certificate

Valid Texas educational diagnostician certificate

Special Knowledge/Skills:

Knowledge of diagnostic procedures, education of special education students, human development, and learning theories

Ability to interpret data

Excellent organizational, communication, and interpersonal skills

Knowledge of state and federal laws for educating students with disabilities

Understanding of the individual needs of students with disabilities

Ability to communicate effectively with parents, colleagues, and staff

Ability to implement policies and procedures

Strong organizational, communication, and interpersonal skills

Experience:

Two years teaching experience

Major Responsibilities and Duties:

Assessment

Select and administer formal and informal assessments to determine student eligibility for special education services according to federal and Texas Education Agency regulations.
Compile and evaluate comprehensive student information including classroom observations; personal interviews with the student, teachers(s), parents and others; and relevant assessment data from student’s cumulative folder. Consult with parents and teacher concerning the educational needs of students and interpretation of assessment data.
Participate in the Admission, Review, and Dismissal (ARD) Committee to assist with interpretation of assessment data, appropriate placement, and development of Individual Education Plans (IEP) for students according to district procedures.

Consultation

Present staff development training in assigned schools to assist school personnel in identifying and understanding students with disabilities.
Assist classroom teachers with implementation of IEP.

Program Management

Participate in the selection of assessment materials and equipment.
Develop and coordinate a continuing evaluation of the assessment program and make changes based

on findings.

Schedules ARD meetings and assist with establishing an agenda, setting the time allotted for the meeting, and establishing a set of guidelines for the meeting.
Facilitate ARD meeting and oversee committee discussions using facilitation techniques to help the committee members communicate and collaborate effectively. Ensure each committee member has an opportunity to participate, resolve disagreements that arise, and keep the committee on task.
Ensure federal and state timelines are met with respect to functions of the ARD committee meetings.
Implement and maintain systematic communication between special and general education personnel with respect to ARD meetings and decisions, Individual Education Plans (IEPs), student accommodations, and instructional concerns and progress.
Support student achievement ensuring delivery of special education curriculum and instruction according to the IEP of individual students.
Ensure student progress is evaluated on a regular, systematic basis, and findings are used to make decisions to improve program effectiveness as it relates to specific student needs. Offer and implement changes when warranted.
Collaborate with teacher to address student achievement deficiencies focusing resources, materials, and technology to promote satisfactory classroom performance. Encourage and support the development of innovative instructional programs.
Assist in monitoring the instructional process to ensure program activities are aligned with desired outcomes and IEP.
Compile, maintain, and file reports, records, and other documents required.
Comply with policies established by federal and state law, State Board of Education rule, and local board policy. Comply with all district, local campus, and special education department routines and regulations.

Instructional Support

Support the district’s student management policies and expectations for student behaviors related to the special education program.
Use coaching skills to support staff, build capacity, and provide technical assistance.
Provide orientation to new staff on procedures for effective implementation of the campus ARD process.

Communication and Community Relations

Establish and maintain a positive relationship with principals, teachers, colleagues, staff, and parents by supporting innovation and efforts in educating students with disabilities.
Serve as parent liaison in matters pertaining to student assessment, program eligibility, and IEPs.
Articulate the district’s mission and goals in the area of special education and solicit support in realizing the mission.

Other

Follow district safety protocols and emergency procedures.
Perform other duties as assigned.

Supervisory Responsibilities:

None

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent keyboarding and use of computer mouse, and walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards; may require districtwide and state travel

Mental Demands: Maintain emotional control under stress, work with frequent interruptions

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.