Special Ed Out of District LEA

About the role

To support students attending school in alternative settings and support the implementation and delivery of the K-12 special education programming to students who are enrolled in special education programs; to provide activities to meet the needs of the assigned caseload; to consult with administrators, teachers, staff, parents/guardians and students to enhance the effectiveness of current placements and programs.

Responsibilities

• Serves as the LEA representative for students placed in out-of-district placements.
• Reviews IEPs to ensure special education services are aligned to the student's strengths and needs.
• Attends IEP Team meetings as the LEA representative for students in out-of-district placements.
• Collaborates with service providers to ensure the student receives all needed supports and services.
• Manages a special education caseload by adhering to all federal and state compliance regulations, including but not limited to non-public school IEP's.
• Coordinates placement process for students moving to out-of-district placement to ensure that all necessary educational and medical services are written into educational placement documents, agreements and / or contracts.
• Provides academic and social-emotional support to groups or individual students as part of the development of educational and career plans.
• Provides support services for students in the areas of academic programs, scheduling, registration, and course selection.
• Consults with teachers, staff and parents regarding meeting the developmental/behavioral needs of students. Makes referrals to appropriate school based services or programs, community resources or professional service providers.
• Participates in school-based evaluation processes including but not limited to MTSS, Core Team, Restorative Practices, SAP, Re-evaluation and Special Education Evaluation / Re-evaluation.
• Counsels/guides students and parents /guardians in understanding formal evaluation and assessment test results for education/career planning.
• Collaborates and regularly communicates with the Central ESL Department Staff in an effort to coordinate ESL Program services, including annual standardized English proficiency assessment, for English learners being considered for placement as well as those actively placed.
• Attends building and district level activities related to special education and student support services roles.
• Participates in case conferences when referred students are involved, or as requested.
• Makes recommendations on instructional and behavioral strategies to benefit students.
• Tracks and ensures compliance of IEP's, reevaluations, and evaluations.
• Collaborates with high school staff, OOD staff, students, and parents to ensure students have current transcripts and necessary documentation for graduation.
• Organizes and tracks all graduation duties including but not limited to grades, Act 158, State Assessments, graduation noreps, graduation SAAFP, diploma requests, graduation ceremony, cap and gown purchase/distribution, diploma distribution.
• Tracks suspensions and restraints to ensure necessary documentation is completed.

Supervisory responsibilities

• Supervises students

Qualifications

• Master's Degree preferred
• Minimum of 5 years experience in Special Education
• Minimum of 3 years experience in Special Education within the Reading School District preferred
• Current Pennsylvania Special Education Certificate

Skills

• Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental or PDE regulations.
• Ability to communicate clearly and concisely in written or oral formats.
• Ability to write comprehensive evaluative reports and correspondence.
• Ability to effectively present information and respond to questions from administration, teachers, parents, service providers and the general public.
• Ability to work mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry.
• Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.
• Ability to define problems, collect data, establish facts and draw valid conclusions.
• Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Ability to apply knowledge of current research and theory to the guidance program.
• Ability to apply advanced problem-solving skills.
• Ability to plan and implement conferences to discuss recommendations based on district and program objectives and the needs and abilities of students.
• Ability to establish and maintain effective working relationships with students, peers, parents and community.
• Ability to use appropriate language and accompanying techniques with adolescents on one to one bases as well as in groups.
• Ability to work in a demanding service oriented environment and deal with constant interruptions.
• Ability to work independently, prioritize tasks and make work related decisions.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.

Physical demands

• Continuously required to sit and talk or hear.
• Occasionally required to repeat the same hand, arm or finger motion many times.
• Must be able to attend meetings in the evening and at other locations.
• Specific vision abilities required include close vision as ability to read handwritten or typed material, and the ability to adjust focus.

Work environment

• Noise level is usually quiet.
• Frequently required to interact with parents, public and other staff.
• Position requires meeting multiple demands from several people and exhibiting good human relation skills including courtesy, tact and patience.
• Directly responsible for the safety, well-being and work output of students.