Program Coordinator

·         Illinois Certification Type 75 with Supervisory endorsement in Special Education

·         Illinois Certification Type 09 with LBS1 endorsement

·         Experience in Special Education Supervision

·         Experience in rehabilitation or other closely related human services field

·         Working knowledge of Illinois and Federal law rules and regulations

POSITION RESPONSIBILITIES:

            PROGRAM COORDINATOR -

·         Provide supervision and consultation to each classroom teacher

·         Assist the teacher with the establishment of clear, concise, programming goals which reflect the needs of each student

o        Review past and current educational data, including current individual educational goals

o        Determine learning styles and present functioning levels

o        Determine individual needs for physical setting (equipment, layout, material)

o        Determine social/emotional needs

·         Assist the Teachers with implementing of program goals within the established curriculum

o        Developing program schedule and grouping of students

o        Grouping of students

o        Selecting and modifying materials

o        Designing and implementing instruction which parallels individual learning styles

o        Utilizing effective classroom management techniques including crisis intervention

o        Establishing optimal teacher/student interaction including instructional and social interaction

·         Assist Teachers with evaluation of programming goals

o        Provide timely specific feedback

o        Identify strengths and needs of program

o        Strategizing program modifications

·         Evaluate Teachers’ performance in the application of special methods for the area of exceptionality following the local district evaluation schedule

·         Evaluate the effectiveness of the technical aspect of Special Education programs in the area of exceptionality and give appropriate written recommendations to the Teacher, Principal, Assistant Superintendent and Superintendent

·         Chair IEP conferences and/or annual reviews for children who may be eligible, currently enrolled, and transitioning into full time regular classroom placement

·         Consult ancillary personnel and outside agencies for cooperation and follow through as needed for each child

·         Assist parents in understanding the needs, special services, and/or programming for their child

·         Assist school personnel, parents, and the community in interpreting and developing an increased understanding of Special Education programs

·         Work cooperatively with related service personnel to coordinate and implement the delivery of related services as determined by the Individual Educational Program

·         Maintain necessary records and reports such as pre-diagnostic, IEP conferences, student data, mileage reports, etc.

·         Assist local districts in providing a variety of in-service activities for Special Education, staff, parents, and administrators

·         Assist with interviewing of certified personnel

o        Screen, recommend, and assign qualified personnel in the area of exceptionality

o        Assist with the orientation of Special Education personnel who are new to the school system

o        Assign Student Teachers as requested

·        Perform other duties/tasks as assigned by the Special Education Department Chair

TRANSITION SPECIALIST –

·        Interview and gather information on students to determine their eligibility for services, the extent and nature of their disability and their need for and the feasibility of their undertaking rehabilitation services

·        Assume responsibility for an assigned caseload; gather and evaluate information on the student’s medical psychological and educational background

·        Counsel students to develop rehabilitation plans and transition from school to work

·        In cooperation with school staff, prepare an IPE for each student which is consistent with his/her IEP, no later than the final year at school

·        Attend staffings, multi-disciplinary staffing, IEP meetings and other meetings that pertain to the student’s vocational rehabilitation and transition program

·        Approve STEP work/training sites and monitor student progress

·        Coordinate DHS/DRS’ services with school personnel and community resources

·        Maintain a continuous case-finding program through contacts with school personnel; establish screening and referral processes to ensure that all eligible students are offered vocational rehabilitation services

·        Maintain follow-up until closure or case transfer to local DHS/DRS district office

·        Document contact with the student at least quarterly.  May include annual student reviews, work site visits, and classroom visits

·        Approve any circumstances that preclude a student’s ability to fully participate in 10-15 hours of training experience per week

·        Provide in-service training for pre-vocational coordinator(s) and other school personnel

·        Attend local Transition Planning Committees

·        Maintain records on students in accordance with DHS/DRS policies and procedures

·        Adhere to all policies and regulations of the special education district, DHS/DRS, and the School Code of Illinois

·        Participate in meetings and in-service training programs developed by DHS/DRS and the Special Education District

·        Perform other duties as assigned