Educational Diagnostician - Mid Rio Grande Valley GP (26-27)

About the role

IDEA Public Schools works to ensure the success of all students and to address any barriers which may impact students from achieving incredible academic and social outcomes. The Educational Diagnostician works with the Special Programs team, regional leaders, campus leaders, parents, and Special Education and General Education teachers to maximize student outcomes. The role requires knowledge and skill in assessment, eligibility for Special Education, academic and behavioral interventions, state and federal legal frameworks for Special Education, and ensuring compliance with Special Education legislation. The Educational Diagnostician supports problem‑solving interventions for students struggling academically and behaviorally. This is a full‑time on‑site position located in the Mid RGV; preference is given to candidates who live in the region or are willing to relocate. Travel between assigned campuses may be required.

Responsibilities

• Support special education teachers in developing appropriate IEP academic, behavioral, and social goals.
• Meet 100% compliance in Annual ARDs and ensure all paperwork is submitted timely.
• Collaborate with Speech Language Pathologists, Occupational Therapists, and other related and Instructional Service Personnel (VI, AI, APE, PT) to complete ARD paperwork timely.
• Follow correct procedures for maintaining records and services.
• Establish Critical Student Instruction groups and execute instruction with fidelity at campuses.
• Provide support to 504 campus coordinators with manifestation determinations.
• Provide support to 504 campus coordinators with 504 meeting requirements, eligibility determination, Homebound, and Manifestation Determination.
• Conduct dyslexia evaluations for 504 students.
• Guide campuses in tracking and documenting academic and behavioral interventions in TIER I, TIER II, and TIER III.
• Conduct multidisciplinary evaluations (Full and Individual Evaluations) for all Non‑Speech only, Non‑Autism, and Non‑Emotional Disturbance students referred for one or more eligibility categories (out of 13).
• Adhere to the most up‑to‑date evaluation tools and standards per APA Testing Standards.
• Conduct evaluations as needed for student College Board accommodations.
• Help campuses conduct Functional Behavioral Assessments.
• Ensure campuses employ a problem‑solving model for students in TIERS