Early Childhood Student Services Coordinator

Position Type:
Administration Date Posted:
5/7/2024 Location:
Yorkville CUSD 115 Date Available:
07/01/2024 Closing Date:
07/31/2024 District:
Yorkville Community School District 115 - website Purpose Statement:
The role of the Student Services Coordinator is to provide support and supervision for student services and instructional processes with special education in District 115. This administrator focuses on all of the special education instructional programs and related services at the grade school and early childhood level. In order to provide relevant supervision, the Student Services Coordinator is involved in the identification, planning, and implementation of professional development for special education programming. The Student Services Coordinator oversees processes related to special education, RtI, and health. Communicating and interfacing with the administrative teams at the elementary school level as well as District 115 Students Services are key features of this role. Reports to: Director of Student Services Work Year: 10 month Essential Functions: Develops, implements, and monitors District 115 procedures and programs consistent and compatible with the Administration Code for Special Education, Illinois School Code, and other applicable laws and regulations. Evaluate teacher and other program personnel performance by participating in the formal evaluation process in collaboration with building administration. Interviews and assists in the selection process for student services staff members and other personnel in conjunction with building administration. Participates in program improvement utilizing both quantitative and qualitative tools of measurement. Oversees, monitors, and assigns special education referrals, evaluation, and disposition at the building level.
Maintains a tracking system to document referral, evaluation, and disposition for buildings to implement and utilize. Coordinates the referral/evaluation/placement of transfer students. Monitors the successful implementation of three-year reevaluations, annual reviews, screenings, and the IEP process. Participates as a member of the building leadership team to advocate, plan and meet academic and social learning requirements. Contributes to the District 115 philosophy and educational planning for students with special needs. Oversees with school/district staff to ensure appropriate services are provided to both students at the elementary level as well as those students outplaced. Monitors special education teachers and other program personnel in the adaptation and evaluation of instructional materials and curriculums. Assists personnel in the improvement and updating of methods, materials, and techniques for his/her professional area. Supports and collaborates with building administration through the intake process as well as through the assignments of students and classrooms. Observe specific students/classrooms and make recommendations. Develops, implements directs, evaluates, and revises specialized curriculum used in District 115. Assists in the coordination of local and state-mandated testing. Coordinates efforts to ease the transition from grade levels. Provides input regarding needs assessment related to special education, RtI, and health-related matters. Assists with analyzing, planning, and creating professional development opportunities related to RTI, health-related, social-emotional learning, and special education topics. Provides ongoing communication with parents. Interprets and disseminates information regarding state/federal rules and regulations. Works as a liaison between district administration and the building as it relates to all matters impacting student services. Private and public day case management as assigned. Plans, organizes, and leads after-school Student Services committee meetings, professional development, and other related activities. Supports and implements the overall vision and department improvement plan. Prepares and reviews communication as relevant to student services including topics such as social-emotional learning, special education, and guidance. Oversees related services staff as assigned. Supports the instructional leadership of the Student Services programs within the assigned buildings. Other duties as assigned. Job Requirements: Minimum Qualifications:
To perform this job successfully, an individual must be able to perform each essential job duty and responsibility satisfactorily. The following requirements are representative of the knowledge, skills, and/or other abilities needed to perform the job at a fully acceptable level. Skills, Knowledge and Abilities SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include planning and managing projects; using pertinent software applications; preparing and maintaining accurate records, effectively/appropriately maintaining relationships with staff and parents, assessing and assisting in planning professional development for staff members, presenting to parents and constituents regarding Special Education programming. KNOWLEDGE is required to perform math; review, highly nuanced summaries of evaluations for individual subgroups, at-risk groups, and school-wide, present and implement desired actions; evaluate staff actions and provide support towards desired growth for certified and noncertified staff members. Specific knowledge-based competencies required to satisfactorily perform the functions of the job to include: ethical roles of the profession, implications of systems theory, the evaluation process, the Danielson model, student growth, child/adolescent development, and ethical and legal compliance provided by Illinois State Code, IDEA and other relevant pieces of legislation ABILITY is required to schedule a significant number of activities, meetings, and/or events; routinely gather, collate, and/or categorize data, and consider a variety of factors when using the equipment. Flexibility is required to independently work with others in a variety of circumstances; analyze student, staff member, and sociological data, relate and effectively deal with a diversity of students/staff/families, assist in the professional development/growth, and provide consultation to staff members and principals regarding student needs and appropriate interventions. Independently and collectively problem-solving is required to analyze issues and create action plans. Problem-solving with data requires an analysis based on familial, school-wide, classroom-wide, student-specific needs/objectives. Specific skill sets necessary include: effectively listening to the needs of others, communicating appropriately, adapting to changing work priorities, dealing with frequent and sustained interruptions, developing and maintaining positive working relationships, facilitating communication between school and home, implementing change, maintaining confidentiality, conflict resolution, understanding student learning, and disability function, meeting legal deadlines, and schedules, providing leadership on the student services team, evaluating student/family/school/classroom needs, developing, monitoring, and assessing interventions, analyzing and reporting on student/family/school/classroom. 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. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, and color vision. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment:
The usual and customary method of performing the job's functions requires the following physical demands: walking, pushing, carrying, and pulling, and significant fine finger dexterity. Generally, the job requires 60% sitting 20% walking, 15% standing, and 5% of other physical management of students utilizing CPI techniques. It is necessary to be able to conduct holds in accordance with CPI as a function of the position. Experience: Two or more years of administrative experience. Minimum of three years of experience as a special education teacher or student services experience. Education: Requirements necessary for state certification (Illinois a specialist degree or a doctorate). Certificates Licenses:
Illinois Professional Educators License
General Administrative Endorsement
School Service Personnel Endorsement (formerly type 73) OR
Special Education/LBSI Endorsement Required Testing: None Specified Continuing Edu./Training: Requirement through ISBE Clearances: Criminal Justice Fingerprint/Background Clearance FLSA Status: Exempt Salary: Determined by Board of Education
The information contained in this job description is for compliance with American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.