Fort Bend ISD
Program Specialist Special Education - Specialized Programming
Fort Bend ISD, Sugar Land, Texas, United States, 77479
Job Overview
The Program Specialist Special Education Specialized Programming, under the direct supervision of the Program Manager Special Education Specialized Programming, will implement quality special education services for students PK-12 and adult education services who receive supports and services in a specialized program. The incumbent will be responsible for supporting students with Autism, cognitive delays and challenges, students with behavior, social skills, and communication disabilities, and physical/medical needs. This position will provide support to programs for students based on current research/evidence-based methodologies and will provide strong leadership in promoting the District's and department's vision of inclusive special education services in the District and community.
Position Description
Essential Duties and Responsibilities
Program Support
Implement quality instructional and behavioral services for students in specialized settings Observe classrooms, model, and coach staff on effective instructional and behavioral strategies Analyze and utilize data for improvement in special education services and implementation, including discipline, District and state assessments/alternative assessments, Least Restrictive Environment (LRE), Limited English Proficiencies (LEP), and others Model differentiated instructional strategies for staff providing services in specialized settings Provide support to staff regarding the utilization of the Full and Individual Evaluation (FIE)/Functional Behavior Assessment (FBA), to develop appropriate Present Levels of Academic Achievement and Functional Performance (PLAAFP), goals/objectives, Behavior Intervention Plan (BIP), and programming for students with Autism, cognitive delays and challenges, behavior, social skill and communication disabilities, and physical/medical needs Attend and facilitate Admission, Review, Dismissal (ARD) meetings to provide guidance to campus staff, parents, and students Guide campuses in completing the process to make appropriate recommendations for students when considering more restrictive placements Serve as a resource to administrators in the implementation of special education services for students Assist in the development of and support the implementation of transition plans and services for appropriate planning to assist students in reaching their post-secondary goals, where appropriate Assist campus in analyzing staffing, making projections, and scheduling of staff and students based on data Collaborate internally with other special education department staff on programming decisions based on individual needs of students Manage programs for students recommended and placed in out of district facilities, including developing, monitoring, implementing and reviewing reintegration plans to return students to lesser restrictive environments, as appropriate to assignment Administrative
Assist in the hiring of special education staff Promote the district's vision of implementing inclusive services, including utilizing evidence-based supports to maintain students in their least restrictive environment and utilize high-quality instruction, monitoring student outcomes in an effort to support a transition to a less restrictive environment as appropriate when students are served in special education settings Support staff in completion of accurate and timely reporting of the District's Medicaid reimbursement program Serve as a District de-escalation and restraint program District trainer Remain current on best practices, special education law, policies and procedures Support the District and department goals Work with transportation department to provide appropriate special education transportation services to students Coordinate attendance at and information to Community Resources Coordination Groups (CRCG) service meetings for FBISD students, as appropriate to assignment Develop and deliver professional learning for District and campus staff, as well as monitor and support the implementation of professional learning Compliance
Assist with implementation of and collecting data for State Performance Plan (SPP) Indicators 7, 13, 14 Monitor maintenance of alternative activities in District data management system Safeguard confidentiality with regard to students with disabilities Adhere to all federal, state and local regulations, policies and procedures Audit ARD documents for compliance and accuracy, including maintenance of a database including necessary student documentation, per TEA requirements, for out of district placements, as appropriate to assignment Supervisory Responsibilities
None
Qualification Requirements
To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.
Bachelor's degree in education or related field Master's degree preferred Valid Special Education Certification EC-12, or certification/licensure required for other service provider positions (LSSP, SLP, BCBA) De-Escalation/Restraint Certification required within 30 days of hire (district-provided) Applied Behavior Analysis (ABA) training preferred Minimum of 3 years of teaching or service provider experience in a specialized setting Minimum of 1 year of experience in a special education position at the district level, supporting students with autism, cognitive delays and challenges, behavior, social skills, and communication disabilities, and physical/medical needs, preferred Proficiency in Microsoft Office, including Excel, Word, PowerPoint, and Outlook Demonstrated knowledge of best practices, related to the implementation of District initiatives for inclusive practices Demonstrated knowledge in special education law, policies and procedures Excellent communication and interpersonal skills, both orally and in writing Physical Requirements/Working Conditions
The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.
The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Additional Information
Work will be done in a variety of settings as indicated by the needs of the students. Frequent travel to various locations in the District is required. Assignments require the employee to work with identified students in school settings. Must frequently lift and/or move up to 50 pounds and lift and/or move up to 100 plus pounds with assistance. Must be able to handle situations that may be volatile or stressful at times.
The Program Specialist Special Education Specialized Programming, under the direct supervision of the Program Manager Special Education Specialized Programming, will implement quality special education services for students PK-12 and adult education services who receive supports and services in a specialized program. The incumbent will be responsible for supporting students with Autism, cognitive delays and challenges, students with behavior, social skills, and communication disabilities, and physical/medical needs. This position will provide support to programs for students based on current research/evidence-based methodologies and will provide strong leadership in promoting the District's and department's vision of inclusive special education services in the District and community.
Position Description
Essential Duties and Responsibilities
Program Support
Implement quality instructional and behavioral services for students in specialized settings Observe classrooms, model, and coach staff on effective instructional and behavioral strategies Analyze and utilize data for improvement in special education services and implementation, including discipline, District and state assessments/alternative assessments, Least Restrictive Environment (LRE), Limited English Proficiencies (LEP), and others Model differentiated instructional strategies for staff providing services in specialized settings Provide support to staff regarding the utilization of the Full and Individual Evaluation (FIE)/Functional Behavior Assessment (FBA), to develop appropriate Present Levels of Academic Achievement and Functional Performance (PLAAFP), goals/objectives, Behavior Intervention Plan (BIP), and programming for students with Autism, cognitive delays and challenges, behavior, social skill and communication disabilities, and physical/medical needs Attend and facilitate Admission, Review, Dismissal (ARD) meetings to provide guidance to campus staff, parents, and students Guide campuses in completing the process to make appropriate recommendations for students when considering more restrictive placements Serve as a resource to administrators in the implementation of special education services for students Assist in the development of and support the implementation of transition plans and services for appropriate planning to assist students in reaching their post-secondary goals, where appropriate Assist campus in analyzing staffing, making projections, and scheduling of staff and students based on data Collaborate internally with other special education department staff on programming decisions based on individual needs of students Manage programs for students recommended and placed in out of district facilities, including developing, monitoring, implementing and reviewing reintegration plans to return students to lesser restrictive environments, as appropriate to assignment Administrative
Assist in the hiring of special education staff Promote the district's vision of implementing inclusive services, including utilizing evidence-based supports to maintain students in their least restrictive environment and utilize high-quality instruction, monitoring student outcomes in an effort to support a transition to a less restrictive environment as appropriate when students are served in special education settings Support staff in completion of accurate and timely reporting of the District's Medicaid reimbursement program Serve as a District de-escalation and restraint program District trainer Remain current on best practices, special education law, policies and procedures Support the District and department goals Work with transportation department to provide appropriate special education transportation services to students Coordinate attendance at and information to Community Resources Coordination Groups (CRCG) service meetings for FBISD students, as appropriate to assignment Develop and deliver professional learning for District and campus staff, as well as monitor and support the implementation of professional learning Compliance
Assist with implementation of and collecting data for State Performance Plan (SPP) Indicators 7, 13, 14 Monitor maintenance of alternative activities in District data management system Safeguard confidentiality with regard to students with disabilities Adhere to all federal, state and local regulations, policies and procedures Audit ARD documents for compliance and accuracy, including maintenance of a database including necessary student documentation, per TEA requirements, for out of district placements, as appropriate to assignment Supervisory Responsibilities
None
Qualification Requirements
To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.
Bachelor's degree in education or related field Master's degree preferred Valid Special Education Certification EC-12, or certification/licensure required for other service provider positions (LSSP, SLP, BCBA) De-Escalation/Restraint Certification required within 30 days of hire (district-provided) Applied Behavior Analysis (ABA) training preferred Minimum of 3 years of teaching or service provider experience in a specialized setting Minimum of 1 year of experience in a special education position at the district level, supporting students with autism, cognitive delays and challenges, behavior, social skills, and communication disabilities, and physical/medical needs, preferred Proficiency in Microsoft Office, including Excel, Word, PowerPoint, and Outlook Demonstrated knowledge of best practices, related to the implementation of District initiatives for inclusive practices Demonstrated knowledge in special education law, policies and procedures Excellent communication and interpersonal skills, both orally and in writing Physical Requirements/Working Conditions
The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.
The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Additional Information
Work will be done in a variety of settings as indicated by the needs of the students. Frequent travel to various locations in the District is required. Assignments require the employee to work with identified students in school settings. Must frequently lift and/or move up to 50 pounds and lift and/or move up to 100 plus pounds with assistance. Must be able to handle situations that may be volatile or stressful at times.