Campus Facilitator for Special Programs - High School

Primary Purpose: 

Facilitate special program and support services that assist students in meeting special program educational goals. 

Campus Facilitators with a principal certification can lead campus ARDs. 

Qualifications: 

Education/Certification: 

Master’s Degree and valid teaching certificate. Principal certification preferred.  Special Knowledge/Skills: 

Ability to read, analyze, and interpret common educational, federal, state, and local laws, technical journals, financial reports, and legal documents.  

Possess strong written and verbal communication skills. 

Ability to respond to common inquiries or complaints from parents, students, regulatory agencies, or members of the community.  

Ability to effectively present information to administrators, faculty, parents, students, public groups, and/or board of trustees. 

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  

Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. 

Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Major Responsibilities and Duties: 

Coordinates special program services and supports on the campus. 

Schedules special program meetings (i.e. ARD and 504) to include notifying parents of the ARD meeting, distributing the ARD/504 calendar to appropriate committee members; and notifying all appropriate school personnel of ARD/504 meetings and or schedule changes in a timely fashion. 

Counsels with parents whose children are in special program services and supports.

Assists with issues related to special programs, such as Special Education, Bilingual/ESL, At-Risk, 504, Dyslexia tracking, the behavior management program, etc. 

Conducts all required components of the annual special program review meetings (i.e. ARD/504) for the campus and keeps necessary records of training.  

Completes applicable ARD/504 supplements with accompanying data collected by campus staff. 

Cooperates with general/special education assessment personnel in the evaluation of student progress and the compilation of data to be presented at academic meetings. 

Responds to issues/complaints of students, parents, district staff, and others in a constructive manner. 

Ensures that local, state, and federal requirements and timelines are met with respect to functions of special programs. 

Monitors paperwork completed by campus personnel regarding students in special programs; completes and turns in paperwork to official audit file within 72 hours of the special program meeting; turns in PEIMS information to campus registrar within 48 hours of the special program meeting. 

Maintains current state assessment test lists; referral lists, and referrals for related services evaluation; maintains communication among assessment, service providers, and related services personnel. 

Ensures compliance of end of year procedures for folder exchanges, summer testing, etc. 

Coordinates/collaborates with general education personnel to provide opportunities for student success. 

Assists counselors in scheduling classes for special program students. 

Coordinates with outside agencies (DARS, Central Counties Services, HOCTIL, DADS, etc.) to develop Individual Transition Plans (ITPs). 

Demonstrates understanding of the teacher appraisal process to include maintaining state teacher appraisal system certification. 

Other duties as assigned by the campus principal. 

Performs other duties as assigned. 

Supervisory Responsibilities: 

Supervises special education staff at assigned campuses. Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws.

Mental Demands/Physical Demands/Environmental Factors: 

Tools/Equipment Used: Standard office equipment including personal computer and peripherals.  Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping, pushing/pulling, twisting. 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. While performing the duties of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel, and to stand and walk. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.  

Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking, grasping/squeezing, wrist flexion/extension, reaching; may climb ladders. 

Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45 pounds and over). 

Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. District-wide travel to multiple campuses, as assigned. Occasional travel outside of the district. The noise level in the work environment is usually moderate. Occasional work during the weekends and evenings for special school functions.  

Mental Demands: Work with frequent interruptions; 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.