Special Education Coordinator - Behavioral Services

Primary Purpose Coordinate and manage district behavioral programs to meet the needs of students with special education services. Collaborate with district staff and outside personnel to formulate, develop, implement, and evaluate research-based trends in behavioral need of students served in Special Education. Education / Certification Master’s degree from an accredited college or university preferred; or equivalent years of experience. Valid Texas teaching certificate or similar credential. Valid Texas Mid-Management or other appropriate Texas certificate and/or experience. Valid Special Education certificate. Special Knowledge / Skills Knowledge of state curriculum system. Knowledge of special education programs, regulations, and specific areas of disability. Ability to evaluate program effectiveness and program compliance. Ability to coordinate district functions. Ability to interpret policy, procedures, and data. Ability to interpret evaluation data (FIE/FBA) with regards to program planning and implementation. Strong organizational, communication, public relations, and interpersonal skills. Ability to establish and maintain relationships with CISD, other districts, state and federal agency personnel who are involved with the research, administration, and coordination of Special Education programs. Experience / Other Requirements Three years of teaching experience is required. Major Responsibilities and Duties Instructional Management Coordinates and provides continuous and systematic procedures for professional growth for district staff through workshops and demonstrations pertinent to methods and materials that will ensure success for students with behavioral challenges. Consults frequently with district staff on matters relating to behavioral programming. Recommends adoption and use of varied social skill materials. Coordinates and manages district level behavioral staff to support campuses based on individual student needs. Assigns caseload for district level behavioral team to support campuses based on district projections and individual student needs. Assists building principals and other administrators and/or supervisors in implementing the behavioral program. Assists in the evaluation of ongoing systems and makes recommendations for changes. Provide training and support to campus administration for options to be considered when assigning students with disabilities to disciplinary placements. Ensures adequate number of personnel are certified in the district approved de‑escalation program and ensures that recertification rules are adhered to. Supervises training and implementation of de‑escalation strategies. Monitors recertification of district approved de‑escalation program required for staff to maintain required certification. Coordinates and provides training to teachers to identify student strengths and weaknesses and match these skills with appropriate techniques, materials, and/or technology. Coordinates district resources to support programs for students with disabilities in collaboration with school support staff and school administrators. Coordinates in‑home training services as specified in a student’s IEP. Attends appropriate professional meetings and workshops to maintain proficiency and to acquire new ideas. Informs administration of the effects of current and impending legislation. Provide leadership, oversight, and support for Structured Learning and Self‑Contained Behavior programs to ensure effective implementation, student success, and compliance with district expectations. Policy, Reports, and Law Coordinates supports for staff new to CISD as to the philosophy, procedures and materials for behavioral program. Compiles, maintains, and files all physical and computerized reports, records, and other documents required. Complies with policies established by federal and state law, State Board of Education rule, and the local board policy. Assists administration in the resolution of parent concerns and complaints with regards to Special Education programming. Communication and Community Support Serves as liaison for between district and facilities utilized to serve students in a Non‑Public Day School or Residential capacity. Represents the district as a member of the Community Resource Coordination Group (CRCG) Participates in district level meetings as required to communicate the purposes and progress of the instructional program(s). Demonstrates awareness of district‑community needs and initiates activities to meet needs. Responsible for properly maintaining district records, adhering to all policies set forth by the district for records maintenance and learning the records retention schedule for department records. Other duties as assigned. Supervisory Responsibilities Supervise & evaluate performance of the district behavior team. Working Conditions 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. Maintains emotional control under stress. Mental concentration, ability to multi‑task, work with frequent deadlines. Frequent district‑wide and state‑wide travel. Occasional prolonged and irregular hours. Moderate walking, lifting, and carrying. Prolonged standing. Potential exposure to Blood borne Pathogens. #J-18808-Ljbffr Anova Education