Special Education Coordinator - Middle School Level

NEW HAMPSHIRE PUBLIC SCHOOLSSCHOOL ADMINISTRATIVE UNIT #1CONTOOCOOK VALLEY SCHOOL DISTRICTFull Time Position 260 days/yr 8hrs/day Mon-FriFull Benefits package - Click here for Employee BenefitsAnticipated Start Date 7/1/2024Open Until FilledPOSITION TITLE: Special Education Coordinator - Middle SchoolSUPERVISOR: Director of Special EducationQUALIFICATIONS:3 to 5 years experience as a special education administrator and/or special education teacher preferred. Experience as a related service provider will be or certifiable by the New Hampshire State Department of Education as an Administrator and/or special education teacher is degree in Education is required; Masters degree is :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 ConVals special education students and the monitoring of data to make informed AND RESPONSIBILITES:Consultative ResponsibilitiesCollaborates 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 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 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 as LEAand a special education resource to building level special education informed and disseminates information to building level administrators teachers and staff with regard to current research trends and best practices in Special with building level staff (administration and teachers) to receive IEPs (Individual Education Plans) of all incoming special education compliance and oversees special education data collection at their the development and facilitation of special education staff 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 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 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 assistance to special educators around writing effective IEPs this involves writing effective present levels of performance effective and measurable IEP goals writing effective progress reports 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 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 collaboratively with the Director of Special Education and fellow special education coordinators with regard to students transitioning to the next 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 ManagementAssists administration in the hiring of staff for special education positions in the District as well as diagnostic and related services personnel when 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 be required to conduct performance observations and summative evaluations of of District ResponsibilitiesMay actas an LEA and case manager to assigned out-of-district 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 InterventionMakes 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 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 childs responsibilitiesThe 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 be required to case manage special education students. If needed this will be assigned by the Director of Special Quality ControlMonitors all processes of identifying educationally disabled students specific to NHSEIS (New Hampshire Special Education Information System) and the special education be required to observe and evaluate staff performance in either a primary or a collaborative the Director of Special Education in developing and facilitating appropriate professional development opportunities for special education with other job related responsibilities as assigned by Director of Special MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED:The physical activity of this positionOccasionally 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 Kneeling. Bending legs at knee to come to a rest on knee or Crouching. Bending the body downward and forward by bending leg and Crawling. Moving about on hands and knees or hands and Reaching. Extending hand(s) and arm(s) in any Standing. Particularly for sustained periods of Walking. Moving about on foot to accomplish tasks particularly for long distances or moving from one work site to Pushing. Using upper extremities to press against something with steady force in order to thrust forward downward or Pulling. Using upper extremities to exert force in order to draw haul or tug objects in a sustained 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 Fingering. Picking pinching typing or otherwise working primarily with fingers rather than with the whole hand as in Grasping. Applying pressure to an object with the fingers and 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 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 Repetitive motion. Substantial movements (motions) of the wrists hands and/or physical requirements of this positionSedentary 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 visual acuity requirements include color depth perception and field of 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 conditions the worker will be subject to in this worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).

Required Experience:

IC