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REPORTS TO:  Principal/Director

BASIC FUNCTION:

The IEP Coordinator serves as the local expert on Special Education policy, procedures, and protocols. This role is responsible for coordinating the evaluation process, and for the writing, preparation, and monitoring of Individualized Education Programs (IEPs) and Evaluation Team Reports (ETRs) for students. The IEP Coordinator ensures that all evaluation components are appropriate, high-quality, and procedurally compliant, and that staff are informed and trained on services, accommodations, and modifications provided to students.

EMPLOYMENT MINIMUM REQUIREMENTS:

• Bachelor's degree, preferably in Special Education, Psychology, or a related field; preference for current licensure in Ohio as an Intervention Specialist.
• Knowledge and understanding of scientific methodology and quantitative measurement principles and methodologies.
• Proficient skills in generating, recording, and maintaining information and statistical data.
• Knowledge and ability to implement Special Education policies and regulations from:
• The Ohio Department of Education (ODE)
• The United States Department of Education (including IDEA and NCLB)
• Summit Academy Management policies and procedures
• Strong organizational and communication skills.
• Ability to maintain confidentiality of student records and school business.
• Professional interaction skills with students, staff, and families.
• Proficient in Microsoft Office Suite (Word, Excel, Outlook, PowerPoint).
• Successful completion of criminal records check (BCI/FBI).
• Meets all health requirements as mandated by law.
• Ability to establish and maintain professional relationships with all employees.

RESPONSIBILITIES:

• Participate in the application and enrollment process for incoming students.
•  Provide professional development and training to staff regarding:
•  Special education documentation for ETRs and IEPs
•  EP Progress Reports
•  Progress Monitoring
• Legal updates impacting the classroom
• Attend professional development provided by the Special Education Leadership Team and implement the train-the-trainer model to build staff capacity.
• Demonstrate deep knowledge of Special Education policy, procedure, and protocol.
• Coordinate the efforts of the Intervention Assistance Team in referring students suspected of having disabilities.
• Collaborate with teachers and related service providers to develop high-quality, collaborative goals for student IEPs.
• Maintain an accurate master spreadsheet with key special education information, including:
•  ETR and IEP dates
• Accommodations and modifications
• Assistive technology
• Specially Designed Instruction and related service minutes
• Provide teaching and administrative staff with lists of student modifications and accommodations.
• Ensure that:
• All necessary evaluation and IEP paperwork is complete
• All required signatures are obtained
• All deadlines are met
• Procedural safeguards are followed for students and parents
• Review evaluation components, IEP goals, and progress reports for quality, appropriateness, and procedural compliance.
• Monitor student progress toward IEP goals, reconvening IEP teams as needed to revise goals.
• Ensure IEP Progress Reports and Transition Progress Reports are completed in compliance with legal requirements and distributed appropriately.
• Reconvene IEP meetings early when students are not making expected progress.
• Complete paperwork and processes required for Manifestation Determination Reviews.
• Collaborate with Virtual Intervention Specialists to ensure their compliance and provide necessary training.     Address action items from the annual Special Education Profile review.
• Keep the Executive Director of Special Education informed about Special Education needs in assigned schools.
• Serve as a member of the school's Administrative Team and participate in assigned building duties (e.g., lunch, arrival/dismissal duty) as needed.

All other responsibilities as set forth by the School Director/Principal and Chief Executive Officer.