Special Education Coordinator - Elementary (2024-2025 School Year)

Position Type:

Student Support Services-Special Education/Special Education Coordinator

Date Posted:

3/15/2024

Location:

ConVal School District

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NEW HAMPSHIRE PUBLIC SCHOOLS

SCHOOL ADMINISTRATIVE UNIT #1

CONTOOCOOK VALLEY SCHOOL DISTRICT

Full Time Position 260 days/yr 8hrs/day Mon-Fri

Full Benefits package

• Click here for Employee Benefits

Anticipated Start Date 7/1/2024

Open Until Filled

POSITION TITLE: Special Education Coordinator

• Elementary

SUPERVISOR: Director of Special Education

QUALIFICATIONS:

• 3 to 5 years experience as a special education administrator and/or special education teacher preferred. Experience as a related service provider will be considered.

• Certified or certifiable by the New Hampshire State Department of Education as an Administrator and/or special education teacher is required.

• Bachelor's degree in Education is required; Master's degree is preferred.

SUMMARY:

Special Education Coordinators for the School District will generally be assigned to the following levels: Pre-School, K-4, 5-8 and Out-of-District. Their job duties are the same, except they are specific to the level they support.

The Special Education Coordinator assists the Director of Special Education in the areas of building level administration, budget development, and the effective management of special education resources. The position is responsible for ensuring compliance with established special education policies, procedures, and/or regulations, understanding and disseminating information on the instructional needs of ConVal's special education students, and the monitoring of data to make informed decisions.

DUTIES AND RESPONSIBILITES:

Consultative Responsibilities

• Collaborates with others (e.g. Director of Special Education, building level administrators, teachers, and paraprofessionals) for the purpose of implementing and maintaining special education services in accordance with the educational needs of special education students and regulatory requirements.

• Serves as a resource for building level staff for all matters related to Special Education. (Where appropriate, will need to maintain a consistent, rotating building-based schedule for multiple schools.)

• Conducts frequent regular meetings throughout the year where Special Education staff can provide input into Special Education decisions.

• Facilitates and participates in a variety of meetings with building level administrators, teachers, and paraprofessionals that may frequently involve a range of issues for the purpose of evaluating situations, identifying appropriate actions, developing recommendations and/or implementing desired changes.

• Acts as LEA and a special education resource to building level special education teams.

• Remains informed and disseminates information to building level administrators, teachers, and staff with regard to current research, trends, and best practices in Special Education.

• Coordinates with building level staff (administration and teachers) to receive IEPs (Individual Education Plans) of all incoming students.

• Monitors special education compliance and oversees special education data collection at their level.

• Assists the development and facilitation of special education staff meetings.

• Provides training opportunities in collaboration with other professionals to address the needs of ConVal students (e.g. LSCI- Life Space Crisis Intervention, CPI

• Crisis Prevention Intervention, etc.).

• Works with the special education administrative team (Director of Special Education and fellow Special Education Coordinators) to establish and administer training programs to school staff.

• Assists special educators and out-of-district teams with the routine, clerical tasks that are required in Special Education. This involves assisting special educators with completing paperwork, scheduling meetings, and returning phone calls.

• Serves as a collegial collaborative resource to special educators, regular educators, building administrators, paraprofessionals, parents and related services staff with regard to instruction, case management, IEP writing, the IEP process, and special education programming.

• Provides assistance to special educators around writing effective IEP's, this involves writing effective present levels of performance, effective and measurable IEP goals, writing effective progress reports, etc.

Budget

• Assists the Director of Special Education with budget development, budget decisions, and budget narrative with regard to special education teachers and paraprofessionals. These duties include staff assignments, caseload reviews, and work load reviews for special education teachers and paraprofessionals.

Planning

• Assists the Director of Special Education when appropriate regarding district policies, procedures, staffing, materials, equipment, space requirements, etc., for the purpose of implementing special education programs/services and complying with local, state and federal regulations.

• Works collaboratively with the Director of Special Education and fellow special education coordinators with regard to students transitioning to the next level.

Programming

• Assists the Director of Special Education in managing the implementation of the provision of services for the purpose of delivering FAPE to students with disabilities in conformance with legal, financial, time requirements, and district requirements. This is done through delegation, meetings, walkthroughs, and personal involvement.

Personnel Management

• Assists administration in the hiring of staff for special education positions in the District, as well as diagnostic and related services personnel, when appropriate.

• Works collaboratively with the Director of Special Education, and fellow Special Education Coordinators in all aspects related to special education planning, budget development, out-of-district assignments, and crisis intervention.

• May be required to conduct performance observations and summative evaluations of staff.

Out of District Responsibilities

• May act as an LEA and case manager to assigned out-of-district students.

• Assures that assigned out-of-district students receive a FAPE (Free Appropriate Public Education). This includes preschool students with disabilities who are placed in community preschool programs.

Crisis Intervention

• Makes suggestions to building principals and special education staff as to how to deal with crisis situations. May also need to get directly involved with situations that are challenging.

• Provides administrators with procedures dictated to us by the special education law as applied to educationally disabled students (discipline, handicapped access, etc.).

• Meets with parents and special education teams who are experiencing difficulties communicating in regard to an individual child's program.

Other responsibilities

• The Special Education Coordinator is also called upon by the Superintendent or the Director of Special Education to either chair or act as a liaison to any of a number of district level committees, (such as P-Tan, Response to Intervention committee, or Common Core steering committee.)

• Occasionally works with students directly. This may include, but is not limited to, working with students in a classroom setting (regular education or special education), evaluating students, and /or counseling students.

• May be required to case manage special education students. If needed, this will be assigned by the Director of Special Education.

Program Quality Control

• Monitors all processes of identifying educationally disabled students specific to NHSEIS (New Hampshire Special Education Information System) and the special education process.

• May be required to observe and evaluate staff performance, in either a primary or a collaborative role.

• Assists the Director of Special Education in developing and facilitating appropriate professional development opportunities for special education staff.

• Assists with other job related responsibilities as assigned by Director of Special Education.

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED:

The physical activity of this position

• Occasionally, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.

• Occasionally, Kneeling. Bending legs at knee to come to a rest on knee or knees.

• Occasionally, Crouching. Bending the body downward and forward by bending leg and spine.

• Seldom, Crawling. Moving about on hands and knees or hands and feet.

• Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.

• Frequently, Standing. Particularly for sustained periods of time.

• Occasionally, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.

• Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.

• Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.

• Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.

• Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.

• Occasionally, Grasping. Applying pressure to an object with the fingers and palm.

• Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.

• Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.

• Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.

The physical requirements of this position

• Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.

• The visual acuity requirements include color, depth perception, and field of vision.

• The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.

• The conditions the worker will be subject to in this position.

• The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).