Special Programs Facilitator

REPORTS TO: Director of Special Education; DAYS/DATE(S): 197; Teacher Pay Plan Primary Purpose The Special Programs Facilitator works with classroom teachers, classroom paraprofessionals, campus administrators, campus and central office support staff to provide support for IEP meetings and Section 504 meetings as well as overall compliance with these programs. Qualifications • Master’s Degree preferred • Minimum 3 years teaching experience in special education • Valid Special Education Texas teaching certificate • Experience reviewing, developing, and implementing IEPs • Experience facilitating IEP meetings • Valid driver’s license with driving record that meets the district’s requirements Major Responsibilities and Duties • Responsible for scheduling IEP and Section 504 meetings, creating and distributing Notices of IEP and f Section 504 Meetings and inviting all committee members to the IEP/Section 504 meetings. • Responsible for facilitating IEP meetings, assisting in the development of student IEPs and completing all IEP related paperwork. • Act as Administrator designee in ARDs, as appropriate • Responsible for chairing and facilitating Section 504 meetings, assisting in the development of student Section 504 plans and completing Section 504 related paperwork • Communicates with campus staff and parents/adult students before and after IEP meetings and Section 504 meetings for preparation/follow up. • Support campus administration with the creation of HB4545 plans and progress monitoring for Special Education and 504 students • Communicates with colleagues on an ongoing basis. • Ensures all required elements are addressed in IEP and Section 504 meetings. • Meets state and federal guidelines for all Special Education students enrolled in the district. • Demonstrates ongoing proficiency with the IEP management system (i.e. eSped/Frontline). • Provides professional development and guidance to campus staff on topics such as IEP implementation, data collection, 504 plan implementation, Standards Based IEPs, IEP progress monitoring and reporting, etc.). • Work collaboratively with campus staff concerning compliance expectations and documentation. • Conduct audit folder reviews and identifies areas of opportunity. • Use effective communication to present information clearly and accurately. • In collaboration with campus administrator, monitor implementation of IEPs and 504 Plans. • Arrange meetings to disseminate and collect special education and Section 504 information. • Assist with and serves as a resource for staffings and pre-referral meetings. • Perform other tasks and assumes such responsibilities as may be assigned. Mental Demands/Physical Demands/Environmental Factors: • Maintain emotional control under stress. • Maintain positive, professional communication and relationships with colleagues • Frequent standing, stooping, bending, pulling and pushing. • Occasional prolonged or irregular hours • Move small stacks of textbooks, media equipment, desks, and other classroom equipment. - The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. I have read and understand the responsibilities and duties required for this position as outlined above. Employee Signature: Date Supervisor Signature: Date

Primary Purpose

The Special Programs Facilitator works with classroom teachers, classroom paraprofessionals, campus administrators, campus and central office support staff to provide support for IEP meetings and Section 504 meetings as well as overall compliance with these programs.

Qualifications

• Master’s Degree preferred
• Minimum 3 years teaching experience in special education
• Valid Special Education Texas teaching certificate
• Experience reviewing, developing, and implementing IEPs
• Experience facilitating IEP meetings
• Valid driver’s license with driving record that meets the district’s requirements

Major Responsibilities and Duties

• Responsible for scheduling IEP and Section 504 meetings, creating and distributing Notices of IEP and f Section 504 Meetings and inviting all committee members to the IEP/Section 504 meetings.
• Responsible for facilitating IEP meetings, assisting in the development of student IEPs and completing all IEP related paperwork.
• Act as Administrator designee in ARDs, as appropriate
• Responsible for chairing and facilitating Section 504 meetings, assisting in the development of student Section 504 plans and completing Section 504 related paperwork
• Communicates with campus staff and parents/adult students before and after IEP meetings and Section 504 meetings for preparation/follow up.
• Support campus administration with the creation of HB4545 plans and progress monitoring for Special Education and 504 students
• Communicates with colleagues on an ongoing basis.
• Ensures all required elements are addressed in IEP and Section 504 meetings.
• Meets state and federal guidelines for all Special Education students enrolled in the district.
• Demonstrates ongoing proficiency with the IEP management system (i.e. eSped/Frontline).
• Provides professional development and guidance to campus staff on topics such as IEP implementation, data collection, 504 plan implementation, Standards Based IEPs, IEP progress monitoring and reporting, etc.).
• Work collaboratively with campus staff concerning compliance expectations and documentation.
• Conduct audit folder reviews and identifies areas of opportunity.
• Use effective communication to present information clearly and accurately.
• In collaboration with campus administrator, monitor implementation of IEPs and 504 Plans.
• Arrange meetings to disseminate and collect special education and Section 504 information.
• Assist with and serves as a resource for staffings and pre-referral meetings.
• Perform other tasks and assumes such responsibilities as may be assigned.

Mental Demands/Physical Demands/Environmental Factors:

• Maintain emotional control under stress.
• Maintain positive, professional communication and relationships with colleagues
• Frequent standing, stooping, bending, pulling and pushing.
• Occasional prolonged or irregular hours
• Move small stacks of textbooks, media equipment, desks, and other classroom equipment.

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The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
I have read and understand the responsibilities and duties required for this position as outlined above.

Employee Signature: Date

Supervisor Signature: Date