Special Education ARD Facilitator

Anova Education; Santa Fe (TX); On-site; USD 50,000 - 70,000; Full time

Job summary

An educational organization in Texas is seeking an ARD Facilitator responsible for facilitating ARD meetings and ensuring the implementation of Individualized Education Plans (IEPs). The ideal candidate must hold a Bachelor's degree and a valid Texas Special Education Certificate, with a preference for 5 years of experience teaching students with disabilities. This role requires effective communication with parents and staff to support student success and compliance with state and federal education laws.

Qualifications

• Bachelor’s degree required.
• 5 years of teaching students with disabilities preferred.
• Valid Texas Special Education Certificate needed.

Responsibilities

• Facilitate Annual, Review, and Dismissal (ARD) meetings and related paperwork.
• Monitor implementation of Individualized Education Plans (IEPs).
• Ensure communication with parents and staff regarding IEPs.

Skills

Knowledge of state and federal laws for educating students with disabilities

Understanding of the individual needs of students with disabilities

Ability to communicate effectively with parents and staff

Strong organizational skills

Effective interpersonal skills

Education

Bachelor’s degree

Valid Texas Special Education Certificate

Job description

ARD Facilitator

Job Title: ARD Facilitator

Reports to: Campus Principal/Director of Special Education

Dept./Campus: Assigned Campus

Classification: Exempt

Primary Purpose

Responsible for facilitating Annual, Review, and Dismissal (ARD) meetings and completion of required ARD paperwork. Monitor implementation of individualized education plans (IEP) and facilitate communication with parent and staff.

Qualifications

Education / Certification

• Bachelor’s degree
• Valid Texas Special Education Certificate

Special Knowledge / Skills

• Knowledge of state and federal laws for educating students with disabilities
• Understanding of the individual needs of students with disabilities
• Ability to communicate effectively with parents and staff
• Ability to implement policies and procedures
• Ability to interpret data
• Strong organizational, communication, and interpersonal skill

Experience

• 5 years of teaching students with disabilities and participation in ARD meetings preferred

Major Responsibilities and Duties

Program Management

• Schedules or assist in scheduling ARD meetings and assist with establishing an agenda, setting the time allotted for the meeting, and establishing a set of guidelines for the meeting, coordinating class coverage when necessary.
• Facilitate ARD committee discussions using facilitation techniques to help the committee members communicate and collaborate effectively. Ensure each committee member has an opportunity to participate, resolve disagreements that arise, and keep the committee on task.
• Ensure federal and state timelines are met with respect to functions of the ARD committee meetings.
• Implement and maintain systematic communication between special and general education personnel with respect to ARD meetings and decisions, Individual Education Plans (IEPs), student accommodations, and instructional concerns and progress.
• Support student achievement ensuring delivery of special education curriculum and instruction according to the IEP of individual students.
• Ensure student progress is evaluated on a regular, systematic basis, and findings are used to improve program effectiveness as it relates to specific student needs. Offer and implement changes when warranted.
• Assist in monitoring the instructional process to ensure program activities are aligned with desired outcomes and IEP.
• Check students schedules periodically throughout the year to ensure placement, support, service, and accommodations are aligned with the student current I.E.P.
• Coordinate with campus staff to ensure that students are scheduled to take the appropriate state.
• Maintain an up-to-date campus spreadsheet with information required for placement and programming of special education students on the campus.
• Ensure that student information for PEIMS is accurately reported.

Instructional Support

• Support the district’s student management policies and expectations for student behaviors related to the special education program.
• Use coaching skills to support staff, build capacity, and provide technical assistance.
• Provide orientation to new staff on procedures for effective implementation of the campus ARD process.

Communication and Community Relations

• Establish and maintain a positive relationship with principals, teachers, staff, and parents by supporting innovation and efforts in educating students with disabilities.
• Serve as parent liaison in matters pertaining to student assessment, program eligibility, and IEPs.

Training and Professional Development

• Conduct relevant campus training as assigned by Special Services.
• Stay up-to-date professionally through the selection of quality staff development opportunities for personal growth.
• Research district policy, precedent, and current practices prior to taking action.
• Serve as a resource for campuses concerning special education rules and regulations as well as special education district procedures.

Policy, Reports, and Law

• Compile, maintain, and file all reports, records, and other documents as required.
• Comply with policies established by federal and state law, State Board of Education rule, and local board policy in the area of special education. Make recommendations to improve program effectiveness.

Other

• Follow district safety protocols and emergency procedures.
• Display tolerance necessary for accepting supervision for and criticism of job performance.
• Work in harmony with supervisory, faculty, and peer personnel.
• Use professional information discreetly and judiciously.
• Support and follow administrative and Board policy.
• Represent the school system to the community in a positive, professional way.
• Maintain a sincere, friendly attitude toward patrons.
• Perform other duties as assigned.

Supervisory Responsibilities

None

Mental Demands / Physical Demands / Environmental Factors

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)]

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours