Coach - Special Services (RESET & ISET)

Job Title: Coach - Special Services

Wage/Hour Status: Exempt

Reports to: Director of Special Education

Pay Grade: ADMIN/PG 2

Dept./School: Special Education

Duty Days: 202

Funding: Federal and/or Local Funds

Date Revised: 02-27-2024

• This position may be funded through local funds and/or federal IDEA grant funds. Continued employment in federally funded positions is contingent upon the availability of grant funding.

Primary Purpose: The Special Services Coach is primarily responsible for providing training and classroom coaching to special education staff, general education staff, administrators, paraprofessionals, families, and other staff as appropriate. They provide direct and indirect support to all stakeholders through collaboration with other Special Services Coaches in a coordinated fashion to support a vertical alignment of campuses. They are responsible for monitoring service compliance for special education areas as assigned by their supervisor.

Education/Certification:

• Bachelor's degree from an accredited college or university
• Valid Texas teacher certification, with required endorsement of Special Education, or license from a related field
• Master's degree preferred

Experience:

• At least three years of successful teaching, or classroom coaching, in special education, preferably in both elementary and secondary schools
• Experience with providing academic instruction, modifications, and accommodations
• Experience with coaching classroom behavioral interventions and support
• Implementation of district wide systems to support students receiving special education services preferred
• Strong foundation in Applied Behavior Analysis (ABA) preferred
• Experience with IHT/PT evaluations and services preferred

Special Knowledge/Skills:

• Knowledge of positive behavioral supports and intervention strategies (PBIS)
• Knowledge of Multi-Tiered Systems of Support (MTSS) & Response to Intervention (RTI) in the areas of behavior, mental health, and social emotional services
• Ability to support the design and implementation of effective proactive and preventative interventions.
• Is knowledgeable about the general education curriculum; and the availability of resources of the LEA as applicable for their area of specialization.
• Knowledge of and understanding of educational curriculum and instructional methods
• Proficiency in preparing and finalizing IEP paperwork to include Annual and Review ARDs, IEP amendments, and transfer agreements
• Proficient in special education software used in documenting the ARD/IEP Committee, PLAAFP, IEP goals and objectives development, PEIMS coding, progress monitoring, data collection and other aspects of the ARD/IEP process per district guidelines
• Knowledge of progress monitoring, data collection, and proficiency in disaggregating data to determine trends.
• Knowledge of Special Education legal requirements and timelines
• Ability to support the design and implementation of effective teaching strategies
• Ability to implement communication systems as applicable to student IEPs
• Knowledge of technology for use in presentations, data charts/graphs, and trainings
• Ability to collaborate with teachers, campus administrators, district administrators, LSSPs and community organizations to implement a full continuum of academic, social, and behavioral supports for all students
• Ability to respond to common inquiries or concerns from district and campus administrators, families, and campus instructional staff
• Extensive knowledge of special education processes and procedures and the ability to effectively support teachers in the design and implementation (e.g., Standards-based IEP, FBAs, MDRs, BIPs, IEP supplements, progress monitoring, developing classroom data collection systems, LRE, etc.)
• Ability to effectively design and deliver professional development to district and campus, administration, campus instructional staff, and families
• Strong foundation in evidenced based classroom management practices to model and provide feedback

Major Responsibilities and Duties:

• Collaborate to support district-wide wrap-around supports associated with MTSS
• Serve as primary contact and resource to campuses by modeling effective instructional and behavioral strategies, developing appropriate IEPs, and attending staffings and ARD meetings as appropriate.
• Coach and support special education and general education teachers in the implementation of specially designed instruction and high yield, evidence-based practices.
• Provide on-going technical assistance in the development of programming and evaluation of services in the least restrictive environment.
• Monitor and provide input regarding teachers PLAAFP, Goals/Objectives, and accommodation proposals prior to an ARD
• Conduct IHT/PT evaluations and provide services, as applicable.
• Provide on-going technical assistance for district provided programs such as, but not limited to: Frontline/eSped, Goal Book, Encore, N2Y, etc.
• In collaboration with the Special Services Coordinator, coordinate and provide district/campus Crisis Prevention Intervention (CPI) training.
• Ensure campuses understand and comply with rules and regulations associated with time-out and restraint. Coach and assist campus staff with the completion of required documentation.
• Ability to read, analyze, and interpret professional journals, classroom data, and legal documents
• Ability to respond to common inquiries or concerns from district and campus administrators, families, and campus instructional staff
• Demonstrate knowledge of program requirements and research based best practices in areas of specialization
• Ability to effectively design and deliver professional development to district and campus, administration, campus instructional staff, and families
• Apply the principles of ABA to development of individualized behavior support systems
• Understands and promotes restorative practices
• Strong foundation in evidenced based classroom management practices to model and provide feedback
• Understands and promotes the Universal Design for Learning (UDL) framework
• Understands the Student Code of Conduct
• Consults with and assists campus staff, administrators, and families to meet the educational needs of students eligible for special education
• Assists campuses in the development, implementation, of instructional methodologies, based on student learning needs resulting from a disability.
• Effectively communicate special education services to students, families, teachers, counselors, and administrators.
• Ensures compliance with Federal, state and local requirements in all areas of the ARD process.
• Collaborate with special education assessment staff to ensure coordinated design and implementation of special education services.
• Assist campuses in determining appropriate designated supports for local and state assessments.
• Attends conferences and training outside of the district as directed by District Special Education Leadership.
• Collaborates to design districtwide systems for effective special education services with District Special Education Leadership.
• Analyze and interpret data to inform effective instructional services and monitor student outcomes.
• Provide staff development training to assigned school(s) to assist school personnel in areas such as the ARD decision making process for state assessment, determining ESY eligibility and services, and data collection
• Build teacher capacity in high quality instructional processes that support student learning, including quality design processes around lessons, units, and assessments.
• Relate to staff, students and parents in ways that conveys equality and mutual respect. Promote a positive, caring climate for learning. Deal sensitively and equitably with persons from diverse cultural backgrounds. Employ effective interpersonal skills. Demonstrate behavior that is professional, ethical and responsible while serving as a role model for all District staff.
• Perform duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for Educators, or other applicable licensing, certification boards.
• Work collaboratively with the Team Lead, Department Chair, Case Managers and Campus Administrators to provide training, resources and support for implementation of IEPs.
• Conduct on-going folder reviews to ensure ARD and eligibility folders meet compliance standards. Identify, document and respond to areas of strength and need.
• Demonstrate a commitment to the District's mission and articulate the mission to the community.
• Demonstrate awareness of District/community needs and initiate activities to meet those identified needs.
• Works collaboratively with the Special Services Leadership to design districtwide systems, supports and procedures to ensure the implementation of effective special education instructional services for students.
• Perform other duties as assigned.
• Frequent district wide travel.

Policy, Reports, and Law

• Requires understanding of the Individuals with Disabilities Education Act (IDEA) and Special Education state rules, regulations and guidelines.

Personnel Management

• Works with campus staff to ensure that students with disabilities are afforded the protections under the law.
• Works with campus administration to address non-compliance on the part of employees.
• Works with campus staff and administration to ensure effective implementation of special education instructional services.

Supervisory Responsibilities

• None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: May work prolonged or irregular hours; Districtwide and statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.