The Director of Pupil Services and Special Education is responsible for planning, designing, implementing, coordinating, supervising and maintaining all aspects of the District’s Pupil Service and Special Education programs and services (ages 3-21) in conformance to district, state, and federal objectives and laws; planning, designing, and implementing all phases of service provided by the Pupil Services and Special Education staff.
Administers and enforces all provisions of Education Law, Commissioner’s Regulations and Board Policies, pertaining to all facets of the District’s Pupil Services and Special Education Program;
Develops and continually maintains all Individual Education Plans and works closely with building principals to ensure compliance of all IEP and 504 plans.
Plans, organizes, administers and supervises all Federal Programs, involving students with disabilities;
Serves as Chairperson of the Committee On Special Education and Committee on Preschool Education and reviews all recommendations for placement into Special Education Programs and Services;
Directs personnel, for the purpose of delivering services which conform to established guidelines;
Develops proposals, new programs, budgets and grants for the purpose of meeting the District’s Strategic Plan and goals.
Participates in the recruiting, screening, hiring and evaluations of all pupil services professionals and support staff personnel.
Supervises the performance and duties, in conjunction with building principals, of the psychologists, social workers, speech therapists, OT’s, PT’s. vision, and all other related service providers, as well as PreK-12 Special Education teachers.
Conducts meetings/conferences with appropriate staff to keep informed of policy changes and new programs.
Organizes, plans and attends special events which recognizes staff achievement and increases staff morale.
Curriculum and Staff Development
Keeps abreast of changes and developments in the profession by attending professional meetings and conferences, reading professional journals and discussing problems of mutual interest with others in the field;
Assumes responsibility for own professional development; for keeping current with the literature, new research and improved techniques in specialized areas; and for attending appropriate meetings/conferences;
Invites input from staff members to effect curriculum and pedagogical change;
Develops an education plan for meeting the needs of the District’s students with disabilities.
Encourages staff to participate in conferences and meetings which enhance professional growth;
Assumes leadership in the in-service orientation and training of professional and support staff;
Provides written expectations, objectives and curriculum when appropriate; Serves as a consultant to curriculum and staff development committees;
Establishes and maintains favorable relationships with local community groups and individuals;
Established effective liaison with the various offices and agencies within the community that may provide specialized or professional help to students and their parents; and serves as the referral agent to these offices and agencies;
Fosters understanding and solicits support for overall objective and programs;
Interprets Board Policies, Commissioner’s Regulations, Education Law and administrative regulations to community groups;
Is reasonably visible and accessible to community members;
Keeps abreast of community services and resources;
Develops partnerships with parents, businesses/organizations, and other agencies in order to build awareness, develop support, and share resources;
Collaborates effectively with District staff, families, special education teachers, and the community for the purpose of planning, developing, implementing, maintaining, and evaluating educational services and/or programs;
Implements conflict resolution skills in a variety of situations with staff, families, and the community.
Administration of Programs
Coordinates all Special Education Programs and works clearly with principals to coordinate the mainstreaming and integration of students with special needs;
Works closely with principals, pupil services staff, parents and the Committee on Special Education (CSE & CPSE) in properly placing students in the District’s Exceptional Education Program;
Administers and evaluates placement procedures for severely disabled students;
Organizes, administers and supervises Federal Programs relating to students with disabilities;
Prepares and completes all local, state, and federal forms and reports required by the appropriate agencies;
Plans, develops, coordinates and supervises a system-wide testing program;
Assumes the responsibility for the accuracy, validating and interpretation of results from the use of the testing programs.
Works closely with principals in establishing budgetary allocations for materials, books, equipment and field trips for students with disabilities;
Prepares and administers the pupil services’ budget;
Assumes the responsibility for the accuracy, validity and interpretation of results from the use of the testing programs.
Prepares and maintains all Federal Funding for students with disabilities;
Sets staffing levels for school special education programs for the purpose of providing services with fiscal efficiency;
Oversees the Medicaid and STAC reimbursement for the district
Organizes, administers and evaluates the work study program for students with disabilities;
Works closely with building administrators and transportation supervisors to resolve student and parent problems;
Collaborates with teachers, principals, and other school personnel in sharing information and understanding about students; and establishes and plans for respective rules in the modification of the student’s behavior;
Directs case study services for students including the identification, diagnosis and follow-up and referral of students with problems related to attendance, mental health or learning disabilities.
Represents the District in regionally and nationally sponsored research projects;
Performs other duties assigned by the Superintendent, or his designee, in accordance with district regulations.
Earned Master’s Degree or Doctorate;
Current NYS SDL certification;
Minimum of five (5) years of successful combined teaching/administrative experience;
Thorough knowledge of Part 200 regulations;
Thorough knowledge of IEPs, FBAs, BIPs RTI, MTSS and 504 plans;
Ability to communicate ideas clearly (oral and written);
Strong interpersonal and leadership skills;
Knowledge of organizational structure, goals, objectives;
Demonstrated expertise and sound philosophy in pupil services;
CSE Chair experience preferred
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