Supervises secondary special education itinerate staff.

Provides guidance and direction to secondary special education staff.

Provides campus principals with direction relative to structuring special education programming that meets the needs of students and complies with federal and state laws and board policy.

Coordinates Transition from TISD to facilities of higher learning or into the community, including training campus and district administrators and staff.

Ensures accurate data collection and monitoring of State Performance Plan Indicators with special attention focused on 4 A-B (Suspension/Expulsion); 5 A-C (Educational Environment Ages 6-21); 13 (Secondary Transition); and 14 (Post-School Outcomes)

Ensures that rules and procedures for the discipline of students with disabilities are effective and conform to federal and state laws and are applied in a uniform and consistent manner.

Defines and initiates programs appropriate to the individual educational needs of students with disabilities.

Identifies, analyzes, and applies research and data to promote improved instructional services and outcomes for students requiring unique instructional services.

Monitors instructional and managerial processes to ensure that program activities are related to program outcomes; revises such activities as appropriate.

Works with campus administrators and staff in developing, maintaining, revising, and selecting instructional materials and practices based on systematic review and analysis of 6-12 unique instructional needs.

Communicates the district curriculum, instructional policies, high expectations, accomplishments, goals, and new directions to parents and the community and solicits their input on these instructional issues.

Demonstrates appropriate use of student achievement data in interpreting, reporting, and acting on results.

Ensures that interventions and support services for students with disabilities are effective in achieving their objectives.

Ensures that all students are educated in the least restrictive settings and with general education peers to the maximum extent possible.

Builds a common vision with staff for improvement of the Special Education Department.  Direct planning activities and put programs in place with staff to ensure attainment of the department’s mission.

Uses collaborative decision-making and problem solving techniques when appropriate.

Uses the Professional Development Appraisal System (PDAS) and the presently accepted district appraisal systems appropriately with teachers, service providers and staff.

Meets regularly with assigned staff to discuss performance; jointly develops improvement objectives to identify professional growth opportunities.

Regularly provides technical assistance to campus administrators and both general and special education staff on all aspects of special education.

Provides effective in-service training and activities through the use of program evaluations, data analysis and needs assessment results.

Identifies consultants, specialists, and other resources to assist principals, teachers and staff in obtaining objectives.

Provides assistance to teachers through classroom observations in effective teaching strategies.

Performs duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for Educators.

Develops, maintains, and uses information systems required for compliance with state and federal laws, and to facilitate the provision of special education services.

Submits monthly campus/program status reports to district administrators, the Coordinator of Special Education Accountability, and the Chief Academic Officer upon request.

Complies with policies established by federal and state law, State Board of Education, and the local Board of Trustees in pursuing the mission of the department and district.

Keeps informed about, and interprets new state and federal statutes, regulations, and case law concerning special education.

Works with campus administration to ensure that equitable and appropriate facilities are available to students in the special education program.

Collaborates with the Coordinator of Special Education Accountability and the Special Education Coordinator of Elementary services in projecting personnel needs and making fiscally sound staffing assignments

Monitors and ensures proper use of special education funds within assigned programs and campuses.

Monitors, promotes compliance, and effectively documents lack of compliance and areas of concern regarding campus and district special education compliance, tracking systems, staffing issues, least restrictive environment, high expectations, PBMAS indicator status, and instructional progress.

Presents a positive role model for students and staff that support the mission of the school district and the Special Education Department.

Maintains a positive and effective relationship with supervisors and colleagues, while maintaining high expectations of students and staff.

Deals sensitively and fairly with persons from diverse cultural backgrounds.

Demonstrates skill in conflict resolution with administrators, parents, teachers, staff and/or the community.

Communicates effectively with supervisors, colleagues, students, parents, and the community.

Uses collaborative decision-making and problem-solving techniques when appropriate.

Participates in professional organizations and professional development programs and conferences leading to improved job performance and provides leadership in identifying trends and opportunities.

Seeks and utilizes evaluative feedback from peers, subordinates, and super-ordinates regarding his/her performance.

          40.

Coordinates Resource/Content Mastery/Inclusion and Co-Teaching Services including training campus and district administrators and staff.

          41.

Coordinates Extended School Year services, including staffing, contact hours, training, budgeting, and PEIMS reporting.