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Coordinator of Special Education
Varies
Actual salary will be calculated based on experience

Provide an array of psychological services to students, parents, and school staff.  Evaluate the social, emotional, and behavioral needs of students referred for special education services or receiving special education services.  Provide consultation and counseling for students with disabilities.  Serve as a member of the multi-disciplinary team for the campus(es) to which they are assigned.  Act as a source to ensure district compliance with all legal issues.

Education/Certification:
Master's, Specialist’s, or Doctoral degree in psychology from accredited college or university

Valid Texas license as a School Psychologist granted by the Texas State Board of Examiners of Psychologists*
Special Knowledge/Skills:
Knowledge of procedures for evaluating social, emotional, and behavioral functioning for educational purposes
Knowledge of prevention and intervention strategies including behavior management interventions and counseling techniques

Knowledge of state and federal laws, rules and regulations, and policies and procedures governing special education

Strong consultation skills for conferencing with teachers, parents, and students
Excellent organization, communication, and interpersonal skills
Experience:
1,200 hour supervised school psychology internship in an educational setting

Assessment/Evaluation:

Collect, organize, and interpret student information from guardians and teachers, as well as relevant assessment data from the cumulative folder and outside evaluation reports.

Conduct classroom observations and interviews with guardians, staff, and students.

Review available data to determine appropriate evaluation materials, procedures, and equipment.

Administer and interpret individual assessments to determine whether or not students meet educational disability criteria and/or exhibit a need for special education services according to federal and state regulations.

Complete Full and Individual Evaluation reports within the district Special Education management system.

Review evaluation results with guardians, including the interpretation of evaluation data and the educational needs of students.

Participate in the Admission, Review and Dismissal (ARD) Committee to make recommendations regarding student eligibility and/or educational need for services and to assist with the interpretation of evaluation data, appropriate placement, specified timelines and development of Individual Education Programs (IEPs) for students according to district procedures.

Campus, Program and Colleague Support:

Provide ongoing support and education to assist with the implementation of quality special education programming.

Communicate current legal findings related to federal and state law, State Board of Education rules, local board policies, and operating procedures in the area of evaluation, planning, placement, and delivery of special education services.

Provide guidance, training, and supervision to individuals seeking certification, licensure, or the completion of graduate degree program requirements and maintain required documentation**.

Participate in the student support process to recommend interventions and/or determine the necessity and scope of referral for Full and Individual Evaluation

Communication:

Maintain a positive, professional, and effective relationship with supervisors, administrators, educators, staff, students, and parents.

Use effective verbal and written communication skills with students, parents, and colleagues.

Maintain confidentiality of student, parent, and school information and records at all times.

Provision of Services:

Plan and provide individual and/or group services to students consistent with the IEP.

Maintain documentation of student progress and service provision within the district data management system.

Continuously monitor student progress; make changes during service provision, and recommend adjustments to IEP, as needed

Consult and train district staff, outside service providers, and guardians regarding the development and implementation of the IEP.

Recommend interventions, instructional strategies, equipment, and/or educational aids to promote maximum student independence. 

Foster an environment that is conducive to student and staff safety, confidentiality, and student engagement, giving consideration to the maturity level and interests of students. 

Administration:

Compile, maintain, file, and/or upload all physical and computerized reports, records, and other required documents within the district Special Education management system

Comply with policies established by federal and state laws, State Board of Education rule and Frisco ISD.

Comply with all department and campus procedures.

Utilize the district Special Education management system with proficiency and accuracy.

Participate in professional development activities to improve skills related to job assignments, including attendance at department and team meetings.

Frisco ISD retains the right to adjust the responsibilities and assignments of all positions as needed to meet the needs of the District.

Frisco ISD is committed to fostering a collaborative work environment that honors and supports the social and emotional well-being of all.  Employees are expected to interact in a manner that is becoming of educators and promotes high levels of productivity for the benefit of the students we serve.

Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Regular districtwide travel to multiple work locations as assigned.  Physical demands include:  Prolonged use of computer; prolonged sitting; moderate pushing, pulling, lifting and carrying. May be required to lift and position students with physical disabilities; ensure student safety when de-escalating challenging behavior, including the use of verbal de-escalation strategies and trained restraint techniques; and assist non-ambulatory students. Exposure to biological hazards.

Special Education General Employee Expectation:

The Special Education Department maintains an expectation that all staff will assume shared responsibility for the health, safety, and confidentiality of all students and adults; which may include implementing, supporting and documenting behavioral intervention strategies and/or providing school health, related, and personal care services.

*Note: The correct title for the person holding the School Psychologist.  Only individuals who meet the requirements of Chapter 22 Texas Administrative Code 467.2 may refer to themselves as school psychologists (i.e. hold a doctorate in area of specialization).
 
**Note: A School Psychologist must have a minimum three years of experience providing psychological services in the public school to provide supervision of a practicum student or intern.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
                                                                                                               
The Frisco Independent School District is an equal opportunity employer and does not discriminate against applicants or employees because of race, national origin, gender, age, religion, or disability status of otherwise qualified individuals. FISD does not discriminate on the basis of membership or application for membership in the uniformed services.