GENERAL PURPOSE

Under the direction of the Director of Special Services, facilitate and coordinate services to individuals with exceptional needs including in particular children on the autism spectrum; provide support to school site administrators on related IEP and/or special education issues; and perform other related duties as assigned.

ESSENTIAL FUNCTIONS

The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the class.

1. Plan programs, coordinate curricular resources and evaluate effectiveness of programs for individuals with exceptional needs, in particular children on the autism spectrum.

2. Conduct site meetings to prepare for complex IEP’s that deal with eligibility, change of placement, dismissals, temporary placements, and reevaluations as necessary.

3. Assist in planning, implementation, and participates in staff development and innovation of special methods for working with students with special needs, in particular children on the autism spectrum.

4. Serve as a resource in the identification, selection, and use of instructional materials, curriculum, strategies and methodologies relevant to children with autism.

5. Handle parent concerns and questions about special education programs or related issues.

6. Monitor the conducting of IEP meetings in accordance with federal and state regulations and procedures.

7. Provide staff development to site administrators and staff in the interpretation and compliance of special education laws and procedures.

8. Consult with the district leaders on a regular basis regarding topics such as IEP’s, student needs, parent’s requests and staff development needs.

9. Provide parent and staff inservices on relevant behavioral and instructional strategies relevant to children with autism.

10. Provide leadership to ensure understanding of and promote the educational objectives of special education, including planning and administering inservice programs.

QUALIFICATIONS GUIDELINES

Knowledge of:
Identification procedures and special education assessment; development of an instructional program to meet the identified needs; systematic methods of utilizing referrals of pupils from teachers, parents, agencies, and appropriate professional persons; laws and regulations related to special education and individuals with disabilities.

Ability to:
Plan, organize, and facilitate IEP meetings; interpret assessments of the developmental status and educational needs of students; work collaboratively with multi-disciplinary teams and site administrators, staff and parents; communicate effectively, orally and in writing; work independently; establish and maintain effective organization, community, and public relationships; comply with the District’s customer service standards, as outlined in Board Policy; communicate both orally and in writing in Spanish is desired.

Education/Training/Experience:
At least five years of successful educational experience with children with special needs including children with autism; participation as a member of a multi-disciplinary student study team; specialized training and or experience in behavioral intervention strategies for children with special needs. Should have advanced training and relevant experience in the education of individuals with exceptional needs including children on the autism spectrum, and a specialized in-depth knowledge in one or more areas of major disabling conditions.

Licenses/Certificates/Special Requirements:

Must possess a valid California Special Education or Pupil Personnel Services Credential. Master’s degree and administrative credential preferred.

A valid Class C California driver’s license and the ability to maintain insurability under the District’s Vehicle Insurance Policy.

PHYSICAL AND MENTAL DEMANDS

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, feel or operate objects, tools, or controls and reach with hands and arms. The employee is required to frequently sit and occasionally walk and stand to access work areas and files; stoop, kneel, or crouch to access or place records or files; lift and carry records and documents, typically weighing less than 20 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

Mental Demands
While performing the duties of this class, the employee must be able to use written and oral communication skills; read and interpret data, information and documents; interpret policies and procedures; use math and mathematical reasoning; learn and apply new information or new skills; work under deadlines with constant interruptions; and interact with District instructors, staff, vendors, and the general public.

WORK ENVIRONMENT
Employees work in both office and classroom settings, and the noise level ranges from moderately loud to quiet, depending upon whether the classroom is in use for instructional purposes.