2026-2027 Special Education Process Coordinator

TITLE: Special Education Process Coordinator

Qualifications 

Education/Experience/Certificates

Master’s Degree and valid Missouri teaching certificate required; or such alternative to these qualifications that the Board may find appropriate and acceptable. Certification in at least one area of special education or related area. Knowledge of special education process.

REPORTS TO:  Principal(s) 

SUMMARY: 

To supervise the special education process from referral through placement and provision of services, appropriate identification and placement of students with disabilities and district compliance with state and federal requirements for special education.

JOB GOAL:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

PERFORMANCE RESPONSIBILITIES:

Enrollment/Transfers

1. Collaborate and assist in enrolling students with an IEP throughout the school year.
2. Contact sending district, request records, and confer with personnel for students with an IEP who are transferring into the district.
3. Review and accept or reject IEP and/or evaluation report from transferring district with IEP team.
4. Coordinate implementation of IEP for transfer students within the building.
5. Conduct meetings with students, parents, teachers, guidance counselor to implement schedule changes throughout the school year.

Special Education Process

1. Keep informed of legal requirements and compliance issues governing Special Education.
2. Communicate and update district personnel regarding best practices, trends and regulations.
3. Provide support to Special Education Teachers with compliance requirements, paperwork and effective practices, including coaching.
4. Monitor timelines and compliance issues with Special Education Teachers, as requested.
5. Participate, as necessary, with the development of individual behavior plans and/or plans for success.
6. Coordinate and Engage in Collaboration for ECSE Special Education services.
7. Assist the Special Education Staff with procedures for referral, securing medical reports, evaluation reports, and IEP writing, and placement.
8. Assist in the coordination of evaluation plans.
9. Monitor and evaluate appropriate administration and interpretation of assessment methods and instruments.
10. Assist in determining student eligibility for special education services.
11. Assist in the maintenance of individual records of students with disabilities.
12. Assist in the coordination of outside/contractual/private/parochial evaluations, evaluation reports and IEP conferences.
13. Act as a resource for parents inquiring about the special education process, programs and procedures.
14. Support teachers in the event of parent/teacher or paraeducator/teacher conflict.
15. Act as an Inclusion Facilitator for the building.
16. Serve as primary LEA representative when possible.
17. Serve as a mentor to new teachers concerning special education process and implementation of IEP’s to meet individual student needs.
18. Assign students with disabilities to special education caseloads.

Transition

1.  Coordinate transition services from Joel E. Barber to local high schools.
2. Receive and share information with other process coordinators when students transfer out of our district and into another one.

Administrative

1. Coordinate with the Director of Transportation/bus drivers with issues concerning students with disabilities.
2. Assist with coordination and implementation of homebound services, as necessary.
3. Maintain communication with the Director of Special Programs.
4. Collaborate with the Director to develop and implement district Special Education procedures.
5. Monitor completion of monthly reports by Special Education Teachers required by the Director of Special Programs.
6. Maintain a meeting log for the building for IEP’s, Review of Existing Data, Evaluations, and Referral Team Meetings.
7. Collaborate with the Building Administrators. Director of Special Programs on Special Education Teacher and Paraeducator hiring, training and transfer, as requested.
8. Provide training and guidance to Paraeducator.
9. Coordinate and assist in the assignment of Paraeducator schedules within the building.
10. Mediate and consult on Paraeducator issues within the building.
11. Provide consultation services for students attending a life-skill functional level classroom or significant behavior classroom.
12. Plan and consult for extra budget items for functional settings/assistive technology, etc.
13. Provide consultation services for teacher’s case managing students with more significant needs.

Building Support

1.  Serve as a resource for special needs issues on a building level.
2. Share TeamMeeting notes with Special Educators as well as Building Administrators.
3. Coordinate all district and state-wide testing for students with disabilities within the building.
4.  Confer with health services staff concerning health related issues with students with disabilities.
5. Assist with the coordination of PT and OT services within the building.
6. Assist Guidance staff with social/emotional issues within the building.
7. Coordinates needed supplies for Special Education Teachers through collaboration with  Building Principals.
8. Maintain communication with the Building Principals concerning issues of students with disabilities.
9. Assist with professional development activities for Special Education Teachers and Paraeducators as needed, within the building.
10. Coordinate programs and classes to meet the current needs of students of disabilities.
11. Coordinate assistive technology and sensory materials for students of disabilities.
12. Collaborate with Special Education Teachers, Guidance Staff, and Building Principals on students with disabilities’ placement in regular classrooms to best meet the needs of students, as well as to encourage the efficient use of district resources.
13. Confer with BuildingPrincipals concerning disciplinary issues with students with disabilities.
14. Arrange meetings as a result of disciplinary issues with students with disabilities.
15. Communicate, as needed, disciplinary issues with the Superintendent and Building Principals.
16. Confer and coordinate services with the Children’s Division, Juvenile Office, and other outside agencies.
17. Maintain a caseload of outside placements including IEP’s, reevaluations, and parent meetings associated with this caseload.

TERMS OF EMPLOYMENT:

Nine-month contract; salary and work year to be established by the Board.

EVALUATION:

Performance of this job will be evaluated by the principal in accordance with the provisions of District Board Policy.