Special Education Lead (Grades 5-8)

GENERAL STATEMENT OF JOB

The Special Education Lead facilitates the special education process at the building level.  Communication to and from Central Office will be routed through the building level Special Education Lead.  Leads are required to attend monthly meetings at the division level in order to better facilitate this communication.   Additional duties may be required during the summer to assist with eligibility, IEP meetings, and/or transfers/enrollments.

SPECIFIC DUTIES AND RESPONSIBILITIES

Essential Functions:

• Demonstrates proficiency with Virginia IEP. 
• Manages caseloads, referrals, and transfers, and maintains school records within Virginia IEP. 
• Serves as liaison between schools and Central Office.
• Holds building specific department meetings to disperse information as necessary.
• Mentors and coaches new special education teachers.
• Ensures that all documents relating to referrals and eligibility for special education are compliant and complete
• Regularly monitors and reviews building level Individualized Education Plans (IEPs), for the purpose of ensuring compliance of content and timelines, and coordinates with SLP’s in reviewing Speech Only IEP’s for that purpose.
• Communicates with the Central Office regarding building concerns, special situations, and, when needed, their attendance at IEP meetings.
• Assists with articulation for transitioning students between feeder schools (PK to K, 5th to 6th , 8th to 9th)
• Maintains Tracking Log for eligibility timelines for indicators.
• Schedules and attends all initial eligibility meetings. 
• Ensures timely submission of all school transportation documentation.
• Assists building administration with paraprofessional assignments.
• Assists administration in designating case managers.
• Ensures building level compliance of all Special Education matters.
• Coordinates with school testing coordinators (STCs) for SOL,  Benchmark and CTE test accommodations.
• Models classroom management supports.
• Participates in the Functional Behavioral Assessment (FBA) process and facilitates FBA meetings.
• Facilitate the development of Behavioral Intervention Plans (BIPs).
• Facilitates and serves as  a collaborative team member in the Manifestation Determination Review (MDR) process.
• Assists in arranging or providing training and/or in-service for special education department, paraprofessionals,, and building staff.
• Monitors IEP development and data collection to ensure that IEP goals and data align with specialized instruction.
• Ensures that accommodations are provided as noted in IEPs.
• Assists staff in developing strategies to support learning for individual students.
• Assists administration in developing schedules to provide supports for instruction.
• Models data collection of skills across time and setting.
• Provides models of how to write quality progress reports for staff, and reviews case manager reports, as needed.
• Attends scheduled meetings at the Central Office.
• Travels between schools, as needed and directed, for both planned and “emergency” days. 
  

Additional Duties:

• Performs other related work as assigned and  required by caseload.

MINIMUM EDUCATION AND TRAINING

• Bachelor’s Degree in applicable field of education from an accredited college or university.
• Collegiate Professional License with appropriate endorsement issued by the Virginia Department of Education (VDOE).
• Prefer at least five (5) years of special education experience in HCPS.

MINIMUM QUALIFICATIONS AND STANDARDS REQUIRED

Knowledge, Skills and Abilities:

• Knowledge of state and federal laws, regulations and procedures related to special education (the Individuals with Disabilities Education Act), Section 504, and the Americans with Disabilities Act. 
• Skill in effective communication, both verbally and in writing.
• Ability to present information clearly and concisely in verbal and written form.
• Ability to maintain effective working relationships with other District employees and the general public.  
• Ability to demonstrate conceptual skills and problem-solving capabilities.
• Ability to commit to student learning and to ensuring the success of all students with a high level of energy and passion for serving students with disabilities. 

Physical Requirements: 

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The work is light work which requires exerting up to 30 pounds of force occasionally and/or exerting up to 20 pounds of force frequently, and/or up to 10 pounds of force to move objects frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Work is performed while standing, sitting and/or walking. Requires the ability to communicate effectively using speech, vision, and hearing. Requires the use of hands for simple grasping and fine manipulations. Requires bending, squatting, crawling, climbing, reaching.  Additionally, the following physical abilities are required:

• Reaching: Extending hand(s) and arm(s) in any direction.
• Pushing or Pulling: Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
• Grasping: Applying pressure to an object with the fingers and palm.
• Handling: Picking, holding, or otherwise working, primarily with the whole hand.
• Feeling: Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips.
• Manual Dexterity: Picking, pinching, typing, or otherwise working, primarily with fingers rather than with the whole hand as in handling.
• Repetitive Motion: Substantial movements (motions) of the wrist, hands, and/or fingers.

Work Environment:

The worker is not subject to adverse environmental conditions.

DISCLAIMER: The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required to employees to this job.

Position will be posted until filled.

Henry County Public Schools is an Equal Opportunity Employer.

Due to limited funds, Henry County Public Schools is unable to sponsor Visas.