HEMET UNIFIED SCHOOL DISTRICT

PROGRAM SPECIALIST - SPECIAL EDUCATION

BRIEF DESCRIPTION OF POSITION

The program specialist, under the direction of the Director of Special Education, will provide consultative, support and advisory services to teachers, parents, administrators, and staff in the implementation, development and operation of programs for special education students from Preschool through grade 12.  The program specialist will be knowledgeable in special education curricula, procedures and law, including eligibility criteria and the identification, placement and review process.  The program specialist will also be familiar with K-12 curriculum, state frameworks, staff development, and behavior interventions.  Knowledge of and/or experience in development and implementation of moderate to severe program is desired.

EXAMPLES OF DUTIES

• Facilitates, monitors and supervises in home Applied Behavior Analysis (ABA)-* programs.
• Assists in planning, developing, coordinating and implementing programs and service delivery options to meet the needs of students diagnosed with Autism.
• Trains and supervises the performance of assigned classified and certificated staff.
• Provides ongoing training to Autism support staff and other designated personnel in Applied Behavior Analysis and various methodologies.
• Facilitates parent training on information regarding Autism and strategies for skill generalization into the home and community.
• Supervises the assignment and scheduling of aides/tutors for each student.
• Acts as a liaison between IEP teams and Autism program staff.
• Meets regularly with program and school site staff to ensure program quality and compliance.
• Facilitates Autism Advisory Council with the support of the program staff.
• Informs staff of current trends/research in Autism Spectrum and Related Disorders.
• Supervises the maintenance of a variety of records, logs and files and coordinates data collection to monitor student progress.
• Takes necessary steps to ensure District compliance with laws, education codes, rules and regulations.
• Monitors budget and program plans for compliance with state and federal regulations.
• Performs other related duties as assigned.

• Provide support and assistance to all classroom teachers in the full and skillful implementation of the district’s autism programs.
• Conduct demonstration lessons to ensure that all teachers have been trained to an advanced level of delivery and are using the instructional materials as designed.
• Provides on-site professional development to ensure that teachers are knowledgeable about programs components and understand the instructional design of how the program meets the standards.
• Assists teachers in building an interactive classroom environment focused on the content and learning strategies embedded in the program.
• Conducts classrooms visits and provides “next-step” support for all teachers.
• Serves as a resource in identifying appropriate instructional strategies and interventions to improve achievement for all students.
• Assist teachers in preparation and pacing for instruction.
• Participates in collaborative grade level and department meetings to assist in the analysis and utilization of assessment data to improve student achievement.
• Assist special education teams in setting goals for improve instruction.
• Meet regularly with principals and district staff to review assessment data and to assess the outcomes of goals established by grade level teams and departments.
• Prepare forms, records, and reports as directed.
• Attends meetings and trainings as directed.

EMPLOYMENT STANDARDS

Knowledge of:

• Child growth and development.
• Educational expectations based on the California Content Standards.
• Theories of Applied Behavior Analysis.
• Autism.
• Characteristics of Autism Spectrum and Related Disorders.
• Current research methodologies, interventions and treatment.
• Behavior management strategies and techniques relating to pupils who experience atypical control problems.
• A variety of methods of data collections and data analysis.

Ability to: 

• Provide leadership to assigned staff members and families.
• Understand the interdependent relationship between home and school.
• Assist staff how to manage student behavior and guide students toward more acceptable social behaviors.
• Utilize a variety of instructional materials and procedures to enhance a positive educational environment.
• Perform routine clerical tasks and operate a variety of educational and office related machines and equipment.
• Communicate effectively in oral and written form.
• Understand and carry out oral and written directions.
• Appreciate human diversity; establish and maintain cooperative working relationships with children and adults.
• Demonstrate an understanding and receptive attitude toward students of varied age groups, particularly those exhibiting special needs.
• Establish and maintain effective organization, community, and public relationships.
• Train, supervise, and evaluate assigned personnel.
• Provide effective District and community leadership to align Special Education programs and structure to facilitate the Districts’ program goals.

Education and Experience:

• Bachelor’s Degree in Applied Behavior Analysis, psychology, special education or related field.
• A Master’s Degree in one of these related fields is highly desirable.
• 3 to 5 years of experience teaching/speech/psych position preferred.
• Experience serving in a supervisory role is desirable.
• A valid California Motor Vehicle Operator’s License.
• Valid California Administrative credential completed within three (3) years of employment.

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

The physical requirements indicated below are examples of the physical aspects that must be performed in carrying out the essential functions listed above.

Physical Requirements: Sit, look downward, reach, stand, walk, bend, stoop, squat, push, pull, climb stairs, twist, repetitive hand activities within close reach, such as files, keyboard and handwriting, lift/carry up to 25 pounds, speaking (including in-person and public address.)

Working Conditions:  Indoor office and classrooms, outside school grounds.  Exposure to: seasonal temperature variations, dust and wind, food preparation smell, use of office equipment and desk supplies.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

06/16