ARD/Transition Facilitator

Job Title: ARD / Transition Facilitator

Exemption Status/Test: Exempt

Reports to: Campus Principal / Director of Special Education

Date: 8/2023

Dept./School: Assigned Campus

Primary Purpose

Responsible for facilitating Annual, Review, and Dismissal (ARD) meetings and completion of required ARD paperwork. Monitor implementation of individualized education plans (IEP) and facilitate communication with parent and staff. Assist in monitoring appropriate and effective transition services for special education students ages 14-21. Conduct informal and formal transition assessments and/or monitor the administration of transition assessments administered by campus staff to identify strengths, needs, preferences, and interests. Work with staff who counsel students with disabilities regarding transition assessment results and postsecondary goals related to education/training, employment, and independent living if appropriate.

Qualifications

Education/Certification:

Bachelor's degree

SBEC Certification

Special Knowledge/Skills/Abilities

Knowledge of state and federal laws for educating students with disabilities

Understanding of the individual needs of students with disabilities

Ability to communicate effectively with parents and staff

Ability to implement policies and procedures

Ability to interpret data

Adhere to deadlines

Strong organizational, communication, and interpersonal skills

Experience

5 years of teaching students with disabilities and participation in ARD meetings

Major Responsibilities And Duties

Program Management

• Schedules or assist in scheduling ARD meetings and assist with establishing an agenda, setting the time allotted for the meeting, and establishing a set of guidelines for the meeting.
• Facilitate ARD committee discussions using facilitation techniques to help the committee members communicate and collaborate effectively. Ensure each committee member has an opportunity to participate, resolve disagreements that arise, and keep the committee on task.
• Ensure federal and state timelines are met with respect to functions of the ARD committee meetings.
• Implement and maintain systematic communication between special and general education personnel with respect to ARD meetings and decisions, Individual Education Plans (IEPs), student accommodations, and instructional concerns and progress.
• Support student achievement ensuring delivery of special education curriculum and instruction according to the IEP of individual students.
• Ensure student progress is evaluated on a regular, systematic basis, and findings are used to make decisions to improve program effectiveness as it relates to specific student needs. Offer and implement changes when warranted.
• Collaborate with teacher to address student achievement deficiencies focusing resources, materials, and technology to promote satisfactory classroom performance. Encourage and support the development of innovative instructional programs.
• Assist in monitoring the instructional process to ensure program activities are aligned with desired outcomes and IEP.
• Be proficient with federal and state transition rules and regulations, acting as the contact for transition.
• Become knowledgeable about state agencies that offer transition supports and services.
• Become knowledgeable about Department of Labor regulations concerning community-based vocational education, supported employment and competitive employment.
• Conduct student age-appropriate transition assessments and parent interviews regarding post-secondary goals for all special education students ages 14 to 21 or monitor the administration of them.
• Work with staff in developing measurable postsecondary goals for special education students in the areas of training/education, employment, and where appropriate, independent living skills.
• Work closely with administrators, campus diagnosticians, teachers, and counselors to facilitate transition programming.
• Develop transition services that will reasonably enable the student to meet his or her postsecondary goals.
• Review files for students who are 14 years old and up to ensure Indicator 13 requirements are met.
• Review Files for students who are graduating and ensure Indicator 14 requirements are met and available.
  
  

Instructional Support

• Support the district's student management policies and expectations for student behaviors related to the special education program.
• Use coaching skills to support staff, build capacity, and provide technical assistance.
• Provide orientation to new staff on procedures for effective implementation of the campus ARD process.
  
  

Communication and Community Relations

• Establish and maintain a positive relationship with principals, teachers, staff, and parents by supporting innovation and efforts in educating students with disabilities.
• Serve as parent liaison in matters pertaining to student assessment, program eligibility, and IEPs.
• Articulate the district's mission and goals in the area of special education and solicit support in realizing the mission.
• Provide staff development to staff, students, and parents on the transition process and services. Serves as a resource to families, parents, and students in accessing transition services as well as providing information about transition topics.
  
  

Policy, Reports, and Law

• Compile, maintain, and file all reports, records, and other documents as required.
• Comply with policies established by federal and state law, State Board of Education rule, and local board policy in the area of special education. Make recommendations to improve program effectiveness.
• Keep informed of and comply with federal, state and district regulations and policies regarding transition.
  
  

Other

Follow district safety protocols and emergency procedures

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, twisting

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

Lifting: Occasional light lifting and carrying (under 15 pounds)

Environment: Occasional districtwide and statewide travel

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

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Building/Campus Special Education

Salary: From 57993.00

Salary: To 69282.00

Additional Job Information

199 working days