This position is 8 hours per day, 12 months per year. BASIC FUNCTION: The purpose of the position is to assist the director in coordinating and supervising the development and implementation of district programs for students with special needs. The responsibilities of this position include leading and overseeing the coordinated implementation of effective District-wide behavioral supports under the umbrella of the Inclusive Education team and the Teaching and Learning community. This role oversees implementation of the district's vision for a continuum of special education behavioral services and supports (therapeutic services, ABA, FBAs/BIPs, out of district/NPA partnerships, staff training, etc.). It is incumbent for this role to work collaboratively with current team and community program models to bring alignment and coherence in promoting equitable access to supportive services and removing barriers to academic success for all students.

REPRESENTATIVE DUTIES:

Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to accurately reflect the principal job elements.

E = ESSENTIAL FUNCTIONS

Assists the director in identifying staffing requirements of special programs for certificated and classified staff based on student enrollment; recruits and recommends the selection and assignment of special needs program staff; conducts performance evaluations of classified staff including development of plans of improvement, or recommendations of disciplinary action or termination; provides or assures training as needed.

Assists in identifying facility needs and makes appropriate recommendations for space in new construction, remodeling projects, and relocation of programs as needed.

Works with principals and program directors to coordinate special education curriculum and regular curriculum, ensuring that specialized instruction needs are met; works with building principals and staff to support implementation of special education programs.

Assists with the student assignment process, ensuring students are placed in appropriate programs; and reviews staffing allocations to ensure personnel is appropriate for students.

Meets and collaborates with parents, staff, and outside agencies using problem-solving methods to assure that individual student programs are implemented appropriately.

Assures transportation services are effectively delivered to students with special needs.

Assists the Director of Inclusive Education in developing the program budget, policies, and procedures which ensure that the district is in compliance with state and federal requirements, e.g., identification, assessment, placement, and provision of services; plans for short and long term program needs.

Conducts needs assessments and performs ongoing program evaluation; collects and analyzes metrics as outlined in the Kent School District Strategic Plan; completes written reports and provides updates to Leadership and KSD stakeholders as requested.

Serves as a resource to parents of special needs students on topics such as program standards and requirements and legal issues.

Assists Director of Inclusive Education with supervision and evaluation of assigned staff.

OTHER JOB DUTIES:
Develops and maintains partnerships within the District and with external organizations with the overall goal of providing supports to schools and families, including serving as the liaison with therapeutic day programs and behavioral service providers. Completes appropriate KSD bid processes as needed.

Serves on various state, regional, and district committees.

Provides information to the community regarding special needs issues.

Serves as member of the leadership team of the district; perform related duties consistent with the scope and intent of the position as assigned.

Determines training needs of community and team staff, principals and building staff; works collaboratively within Teaching and Learning and Professional Development to establish in-service schedule; coordinates professional development activities as needed.

REQUIRED QUALIFICATIONS:

Education and Experience

• Master's degree in education
• Five years of progressively responsible experience in special services field.

Licensing and Certification

• Washington State professional educator certificate for service as an administrator is preferred.

Employment eligibility that may include fingerprints, health (TB), and/or other employment clearance.
Must have valid driver's license and automobile available for use. Must be willing to attend evening and weekend meetings.

(Allowable Substitutions: Any combination of experience and training which provide the incumbent/applicant with the knowledge, skills, and ability required to perform the work, as determined by the district.)

REQUIRED KNOWLEDGE AND ABILITIES:

• Considerable, current working knowledge in the area of student disabilities and their educational needs.
• Considerable knowledge of latest research and best practices in the area of student assessment and meeting special student educational needs, including the impact of disability upon the family.
• Knowledge of the integration of special needs students into a school setting.
• Knowledge and ability to implement de-escalation and crisis intervention behavioral techniques.
• Knowledge and ability to conduct FBAs.
• Knowledge of legal issues related to special education.
• Knowledge of effective methods of program development, implementation, and evaluation.
• Knowledge of effective supervisory methods, practices, and techniques.
• Knowledge of computer systems and assistive technology.
• Ability to keep abreast of special needs issues including regulations and policies and best practices.
• Ability to work well with others and to promote a team environment.
• Ability to prioritize and organize work and to work well under pressure.
• Ability to use sound judgment, including appropriate handling of confidential matters.
• Ability to analyze complex situations and synthesize diverse information.
• Ability to conduct short and long term planning.
• Ability to function in an environment characterized by potential for high levels of stress, absence of regular feedback, and infrequent recognition for positive work performance.
• Ability to promote consensus in groups of individuals with diverse interests and values.
• Ability to provide guidance and direction to staff.
• Ability to communicate effectively, including preparing written documents and public speaking.
• Ability to facilitate and promote collaborative decision-making.
• Ability to make effective independent decisions when situation requires.
• Ability to analyze complex situations and synthesize diverse information.
• Ability to establish and maintain effective working relationships with a variety of others both within and outside of the district.
• Ability to facilitate conflict resolution.
• Skill in organizing and coordinating workload.
• Effective customer service skills.
• Skill in personal computer operation and ability to learn and operate a variety of software programs.
• Demonstrated leadership skills.

WORKING RELATIONSHIPS:
Reports to the Director of Inclusive Education; works with other department and building managers, other special education team personnel, building staff, outside agencies, vendors, suppliers, and district staff.
WORKING CONDITIONS: Environment: The daily work is performed in a general administrative office setting and at various sites within and outside of the school district. The position requires: visual and mental concentration with a high level of organization skill; a high level of interaction with others through routine communications; routine interruptions, heavy telephone contacts and a heavy meeting schedule; extra hours and regular attendance at functions before and after the regular work day; prolonged periods of sitting; exposure to visual display terminal for prolonged periods; frequent dealings with distraught, angry, or hostile individuals; representing the district on potentially controversial matters; working under conditions characterized by potential for high levels of stress.

Physical demands:

• Bending at the waist, kneeling or crouching, and reaching to retrieve and maintain files and records.
• Reaching overhead, above the shoulders and horizontally.
• Dexterity of hands and fingers to operate standard office equipment, computer keyboard, and other equipment necessary to complete the required duties.
• Hearing and speaking to exchange information in person and on the telephone.
• Visual ability to read, and to prepare/process documents and to monitor various services and personnel.
• Sitting for extended periods.
• Standing for extended periods.
• Walking over rough or uneven surfaces.
• Climbing, occasional use of stepladders.
• Physical activity may be required, which could include moderate lifting.

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.

Hazards:

• Extended viewing of computer monitor and working around and with office equipment having moving parts.

In compliance with the Americans with Disabilities Act, the Kent School District will provide reasonable accommodations to qualified individuals with disabilities, and encourages both prospective and current employees to discuss potential accommodations with the Division of Human Resources.