TITLE: Special Population Facilitator

REPORTS TO: Principal

DAYS: 190 Days

• To recruit, enroll, and properly place special population students which include students with disabilities, economically disadvantaged students including foster children, nontraditional students, single parents, and students who have limited English proficiency in CATE programs.
• To develop effective working relationships with the students, staff, and the community.

PERFORMANCE RESPONSIBILITIES:

Special Population Services

• Identify all special education students enrolled in CATE programs and ensure that all teachers have a copy of the CATE component of the IEP.
• Responsible for advisement, placement, and recruitment of all Special Population students from feeder high schools enrolled in CATE programs.
• Maintain records of the numbers of special population students enrolled in each CATE program.
• Work with individual teachers to ensure implementation of the IEP.
• Represent the G. Frank Russell Career Center in serving Special Education students by attending meetings and consulting with instructors, parents, counselors, and District Office personnel to develop IEP’s.
• Assist instructors by working with individual students or small groups of students to reinforce learning of material, to provide guided independent study, and to provide individual testing as required by their IEP.
• Encourage students with behavior improvement plans to set and maintain standards of classroom behavior.
• Assist the guidance counselor in providing information to 8^th graders and their parents.
• Provide support services for single parent students, nontraditional students, economically disadvantaged students, students with limited English proficiency, and students who have 504 plans.
• Maintain a high level of ethical behavior and confidentially of information concerning students.
• Other duties assigned by the director.

SUPERVISORY RESPONSIBILITIES:

None

QUALIFICATION REQUIREMENTS: In order to execute this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION/EXPERIENCE: Associate or Bachelor Degree in Psychology, Counseling, Social Work, or Human Services or a related field. The successful candidate will have at least one year successful work experience in a related area.

LANGUAGE SKILLS:

Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals. Ability to write routine reports and correspondence. Ability to present information in one-on-one and small group situations to customers, clients, other employees and/or students.

MATHEMATICAL SKILLS:

Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

Ability to deal with problems involving a variety of concrete variables in standardized situations.

OTHER SKILLS and ABILITIES:

Ability to develop effective working relationships with students, parents, staff and the school community. Ability to communicate clearly and concisely. Ability to perform duties with awareness of all district requirements and the Board of Education policies.

PHYSICAL DEMANDS: 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to walk and reach with hands and arms. The employee must occasionally lift and/or move up to 10 pounds. The employee must be able to drive to different locations within the district on a daily basis and occasionally out of the district. Specific vision abilities required by this job include close vision, distance vision and peripheral vision. Employee must be able to distinguish the difference between bells, buzzers, beeps, etc.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually quiet. The employee is continuously interacting with the public, students, parents and staff. The employee may be at risk of being exposed to infection and/or bitten by animals more than an average person.

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.