Exceptional Children Program Specialist- Special Programs

Purpose:

Under general supervision, the Exceptional Children Program Specialist provides leadership, consultation, and coaching to support effective programming for students with disabilities, serving both the general and adapted (extended content standards) curriculum pathways. The Specialist will assist schools in improving instruction, compliance, and student outcomes by supporting IEP development, lesson planning, behavior support, data collection, and teacher capacity.

This position focuses on guiding school teams in developing and implementing compliant, individualized programs that are aligned with the North Carolina Standard Course of Study and Extended Content Standards, as appropriate. The Specialist serves as a consultant for educators and families, providing professional learning and coaching to school-based staff to enhance specially designed instruction (SDI), behavioral supports, and access to the curriculum in meaningful and evidence-based ways. The Specialist also supports district initiatives related to compliance, monitoring, and instructional equity for students with disabilities.

Qualifications:

• Bachelor’s degree in Special Education or related field (required)
• Master’s degree in Special Education (preferred)
• Minimum 5 years of special education teaching experience, including experience supporting students with significant cognitive disabilities and/or complex learning and behavior needs
• Experience with Multi-Tiered Systems of Support (MTSS), progress monitoring, and instructional differentiation
• Deep understanding of IDEA, North Carolina Policies Governing Services for Children with Disabilities, and inclusive instructional practices
• Strong skills in coaching, communication, collaboration, and instructional problem-solving
• Crisis Prevention Intervention (CPI) certification or willingness to obtain

Essential Functions of the Job:

• Provide coaching and consultation to EC and general education teachers on instructional strategies, SDI, accommodations, modifications, and behavior interventions
• Guide school teams in developing IEPs aligned to both standard and extended content standards with measurable, data-driven goals.
• Attend and support IEP meetings as needed, ensuring alignment of services, goals, and support to student needs
• Conduct classroom observations and provide feedback to improve instructional and behavioral support for students with disabilities
• Assist in designing and modeling evidence-based practices for both academic and behavioral instruction tailored to students’ unique needs.
• Collaborate with teachers to develop lesson plans and classroom systems that ensure meaningful access to the general and adapted curriculum.m
• Provide job-embedded coaching to EC teachers through demonstration lessons, side-by-side modeling, co-teaching, and PLC participation.
• Lead and support PLCs focused on data analysis, instructional decision-making, and student progress monitoring for data collection and analysis of student progress toward IEP goals and curriculum mastery.
• Provide professional development and follow-up coaching on instructional strategies, behavioral supports, compliance, and IEP development.
• Support transition planning, annual reviews, evaluations, and referral processes to ensure compliance with federal and state timelines
• Audit special education records and guide teams in maintaining compliant and high-quality IEP documentation.
• Maintain ongoing communication with school administrators, EC staff, and families to resolve issues and improve student outcomes.
• Participate in curriculum development efforts and ensure alignment with local, state, and federal policies and regulations.
• Attend required district and state professional development to stay current on evidence-based instructional and behavioral practices.
• Perform other duties as assigned by the Executive Director of the Exceptional Children’s Program.

Additional Duties and Responsibilities:

Provides, as requested, professional development to school-based staff on a variety of topics.

Physical and Cognitive Requirements:

Must be able to exert a negligible amount of force to move objects; classification consistent with light work. Nonviolent Crisis Intervention (CPI) certification training may require that you physically restrain or assist with the physical restraint of a student who is at imminent risk of harming themself or others. Note: Physical restraint of any student is only used as a last resort.