DEPARTMENT: Exceptional Children Teacher

JOB TITLE EC Facilitator REPORTS TO: Director for Exceptional Children’s Department

STATUS : Certified 10 months

GENERAL STATEMENT OF WORK: Under general supervision, the Exceptional Children’s Teacher performs a variety of professional, instructional, and administrative tasks. Work is guided by, and must be in compliance with, federal and state statutes and regulations.

SPECIFIC DUTIES AND RESPONSIBILITIES: Compliance

Monitors data management systems (i.e. ECATS and Powerschool);

Ensures the implementation of required federal, state and local policies and procedures affecting students with disabilities at all assigned schools; Prepares for and assists with April and December 1 Headcounts and EC audits; Facilitate transition meetings and monitor the prompt transition of EC records; Completes monthly compliance updates Monitors IEPs and EC paperwork for compliance; Ensures compliance with the conditions of the Manifestation Determination;Attends IEP meetings

Assists parents and schools in the successful transition of students new to the school into appropriate services and programs -  Assists schools in obtaining records when the school has not received records in a timely fashion.

 

Curriculum/Instruction

Promotes the use of research-based practices in the identification, instruction, and assessment of students with disabilities;

Observes classrooms to identify student and / or teacher needs; 

Works collaboratively with school staff to collect and analyze required EC data in a timely manner;

 

Communication Skills

Communicates areas of strength as well as areas of need to improve educational outcomes for students with disabilities;

Receives and facilitates the resolution of concerns regarding students with disabilities, from parents, administrators, teachers, and supervisors; 

Responds to daily compliance/instructional/behavioral/policy/procedural questions received from teachers and administration; ? Interpret parent rights and mediate parent concerns and conflicts;

 

Professional Development

Participates in regularly scheduled Facilitator meetings and provides follow-up communication and professional development to school-based staff and building administrators;

Works in partnership with building administrators and school staff and assist with developing and implementing or facilitating professional development needs in relation to EC services and supports;

Develops and provides professional development regarding EC processes, including Functional Behavior Assessments, Behavior Intervention Plans, Manifestation Determination Reviews and other disciplinary procedures;

Attends all required professional development activities approved by the District;

Monitor all summer evaluations conducted and communicate to building administrator when an IEP is ready to be held in order to maintain compliance; Review and prepare folders to be received at the school to deliver quality instruction for the student;

Create service delivery spreadsheets to utilize for scheduling of EC students in conjunction with master schedule for the building; Backwards map all IEP events (annual reviews and re-evaluation determination) and plan the calendar of events prior to EC Teacher/Case Manager return;

 

Other Duties as Assigned MINIMUM TRAINING AND EXPERIENCE: Bachelor’s degree in Special Education (Masters preferred) or a related field and at least five years of successful teaching or related experience with students with disabilities; or any equivalent combination of training and experience that provides the required knowledge, skills, and abilities. SPECIAL REQUIREMENTS:

Must hold a valid license issued by the NC Department of Public Instruction as a teacher in at least one area of disability with highly qualified status or as a related services professional. Dual licensure (EC and General Education) is preferred.

 

 KNOWLEDGE, SKILLS AND ABILITIES:

Considerable knowledge of federal and state statutes and regulations regarding provision of services to students with disabilities.

Considerable knowledge of the School Board policies, procedures and standards regarding exceptional children education.

Considerable knowledge of the principles and practices of testing and interpretation of test data.

Working knowledge of the principles of supervision, organization and administration.

General knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.

General knowledge of the North Carolina Standard Course of Study.

Skill in providing leadership.

Ability to evaluate the effectiveness of existing programs and make recommendations for improvement.

Ability to work and communicate with diverse groups and organizations.

Ability to exercise independent judgment in determining eligibility, type of services to be provided, and placement of students with disabilities in the least restrictive environment.

Ability to develop and conduct presentations.

Ability to use common office machines and popular computer-driven word processing, spreadsheet and file maintenance programs.

Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information.

Ability to effectively express ideas orally and in writing.

Ability to establish and maintain effective working relationships as necessitated by work assignments.

 

DISCLAIMER : The following statements of the job description are intended to describe the general nature and level of work performed by an employee in this category. The description does not contain an exhaustive list of all responsibilities, duties, skills and other requirements necessary of employees to perform in this position.