What We Do- Meet with campus administrators (at least monthly) to review supports being provided, campus challenges, and next steps
- Schedule bi-monthly meetings with DC/TL to support them in their campus leadership role
- Review campus data with Special Education team and administration (after BOY, MOY, EOY, Benchmarks and STAAR assessments)
- Identify and support campus with accomplishing campus and district annual goal(s) for Special Education as outlined in the DIP, CIP, SSP, & CAP
- Attend ARD/IEP meetings when guardian brings a lawyer or for a reconvene ARD that ended in non-consensus
- Participate in staffings to assist campus in drafting appropriate supports/services for students with disabilities when needed
- Conduct classroom walks using Quality Indicators to determine which teachers need additional coaching/supprt
- Problem solve specific student situations
- Monitor campus program numbers monthly to support student:staff ratios in accordance with district staffing guidelines
- Analyze & maintain Campus Data: SpEd teacher assignments, verification of services, program/campus SpEd numbers, district & state testing data, all submissions from CS/DC/TL - this data is used to determine action items for campus
- Ensure successful transition of student records and materials between schools during transitions
- Participates in LRE discussions/decisions by making data driven recommendations for services and supports
- Support teachers in the development and implementation of Standards Based IEPs
- Assist in finding ways to utilize campus staff to support students when teacher(s) is/are absent from duty
- Train campuses on expectations to ensure fidelity of implementation of services for students with disabilities
District Support - Provide district wide training to special education staff (inclusive of case manager responsibilities, special education 101, etc)
- Maintain campus program numbers and alignment with staffing guidelines
- Plan and participate in all campus special education professional development to ensure campuses operate in alignment with district expectations
- Meet with campus administrators to discuss (and develop action plans surrounding) data regarding:
- teacher attendance at required professional development and monthly connection meeting,
- documentation of service logs in eSped,
- progress monitoring (student attendance, discipline, grades),
- updating, archiving, and sending to the parent/guardian progress reports
- parent communication logs,
- IEP meetings taking place within timeline (initials, annuals, MDRs)
- Analyze data, timelines, and annual happenings to determine topics for DC/TL meetings
- Auditing and compliance monitoring of IEP documents
Program Support - Observe provision of services for fidelity of implementation (based on quality indicators) and connect with the appropriate district and campus staff to create action plans as needed
- Collect data (quality indicators, coaching reports, behavior staffing notes, student reports from eSchool, eSped, and Decision Ed) to note implementation of services and to collaborate with principal regarding next steps
- Review data and support next steps when the campus requests a Change of Placement
Professionalism - Maintain professionalism at all times
- Be on time and present at Leadership and Coordinator Connections
- Operate in alignment with district, state, and federal guidelines
- Utilize the Special Education Manuals to obtain information, provide procedural guidance, and to update expectations/procedures/ instructional practices
- Maintain composure at all times
- Function within timelines to accomplish the task
- Know that others are relying on you
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