Special Education Specialist- Low Incidence Disabilities

The Davenport Community School District is an EEO/AA employer.

Minimum Salary: $96,993 (Dependent on Education & Experience)

DCSD is seeking a qualified and dedicated Special Education Specialist to support and enhance our special education programs across preschool, elementary, and secondary schools for our students with low incident disabilities. The Special Education Specialist will play a crucial role in ensuring compliance with state and federal regulations, developing and implementing inclusive education practices, and providing leadership in fostering an environment where all students can thrive. 

Duties & Responsibilities: 

(Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)

Key Responsibilities: 

• Provide leadership and regional oversight for the development, implementation, and evaluation of special education programs in alignment with state and federal regulations.
• Design and oversee specialized programming for students with low incident disabilities such as significant intellectual disabilities, those significantly on the autism spectrum, and students requiring unique programming for deaf and hard of hearing needs or vision impairment.
• Collaborate with school administrators and teachers across all levels (preschool, elementary, and secondary) to ensure effective delivery of services to students with special needs.
• Ensure compliance with all state and federal special education laws, regulations, and guidelines.
• Facilitate problem solving discussions with IEP teams to ensure team consensus on issues regarding FAPE.
• Provide leadership and coordination for the alternate assessment process to ensure accurate measurement of student progress.
• Provide ongoing support and guidance on the development and implementation of Individualized Education Plans (IEPs) and Behavior Intervention Plans(BIPs).
• Coach special education teachers in creating meaningful and measurable goals for students with diverse needs.
• Consult on the integration and use of a variety of student assistive technologies to enhance learning and communication for students with vision, hearing, or cognitive impairments.
• Collect, analyze, and interpret data related to special education services and student outcomes, particularly for students participating in alternate assessments.
• Prepare and present reports to administrators, school board members, and other stakeholders as needed.

Professional Development and Collaboration:

• Plan and facilitate professional learning opportunities for staff on topics including inclusive practices, specialized instruction for low-incidence disabilities, and the effective use of assistive technology.
• Stay abreast of current trends, research, and best practices in special education to inform professional development initiatives.
• Foster positive and collaborative relationships with parents, teachers, support staff, and community stakeholders.
• Collaborate with general education leadership to promote inclusive practices and a supportive learning environment for all students.
• Participate in required professional development activities, workshops, and training sessions to enhance knowledge and skills.

Qualifications/Knowledge:

• Master's degree in Special Education, Education Leadership, or a related field.
• Iowa state certification in Special Education or related area.
• Extensive experience in special education, including program development for students with significant intellectual disabilities and/or autism.
• Demonstrated experience with specialized programming for deaf/hard of hearing needs and vision impairments.
• Proven experience in coordinating alternate assessments and utilizing a wide range of assistive technology.
• In-depth knowledge of Iowa state special education laws, regulations, compliance requirements, and best practices.
• Strong leadership, communication, and interpersonal skills.

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.) 

• Work is performed primarily in school settings, including classrooms, common areas, and specialized learning environments.
• Ability to work with and manage students who exhibit challenging behaviors with high levels of dysregulation.
• Requires frequent standing, walking, and occasional lifting up to 50 pounds.
• Ability to escort a disruptive student safely from a setting.

Work Environment:  
 (The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) 

• Noise level is quiet to loud.
• Work may be indoors and/or outdoors.
• Work may be in non-air-conditioned rooms.
• Substance-free environment.
• Fast-paced atmosphere with constant contact with students, staff, or the public.
• Direct responsibility for the safety, well-being, and work output of students.