MAJOR RESPONSIBILITIES: · Collaborate with and coordinate campus case managers to complete responsibilities in a professional, quality, and timely manner to ensure effective IEP development, implementation, and meetings. · Ensure documentation and progress monitoring occurs for each student with an IEP by conducting regular reviews using the DISD campus audit process (PLAAFPs, Goals, Objectives, Compensatory Time, etc.). · Develop and monitor systems for distributing IEPs to pertinent teachers and ensuring timely implementation of ARD decisions related to services, accommodations, and placement. · Schedule, coordinate, and facilitate all Admission, Review, and Dismissal (ARD) meetings, including notices, interpreters, required participants, and use of district-approved ARD agendas to ensure procedural fidelity and compliance with all timelines. · Monitor the completion and submission of ARD documentation for assigned student populations, including paperwork, audit files, eligibility folders, and required supplements (IEPs, BIPs, Transition Plans, etc.). · Serve as the primary point of contact for parents regarding ARD processes, procedural questions, and campus-level special education concerns, coordinating communication among parents, campus staff, district personnel, and service providers. · Maintain neutral facilitation and apply conflict resolution strategies during ARD meetings. · Engage in weekly or bi-weekly meetings with the principal to review program implementation and timelines aligned with TEA requirements and the DISD campus audit process. · Monitor campus special education systems for consistency, accuracy, and compliance using district tools and monitoring systems, including adherence to the 8-Step MRE/LRE process. · Provide coaching, feedback, and side-by-side support to special education teachers on IEP implementation, instructional strategies, and progress monitoring. · Support collaboration between special and general education teachers to improve access to grade-level instruction and use student data to guide instructional feedback and campus improvement. · Support campus administrators with special education compliance, audits, and due process requirements. · Conduct yearly family and community meetings in collaboration with the campus Dyslexia Interventionist and participate in professional development while collaborating with district special education staff. WORK ENVIRONMENT: The noise level in the work environment is usually moderate. Travel throughout the district is integral to this job. A remote working environment /alternate work arrangement is not an option for campus-based employees/campus-based positions because regular and punctual attendance at the worksite and performing all duties at the worksite are essential job duties for all campus-based personnel. MAJOR RESPONSIBILITIES: · Collaborate with and coordinate campus case managers to complete responsibilities in a professional, quality, and timely manner to ensure effective IEP development, implementation, and meetings. · Ensure documentation and progress monitoring occurs for each student with an IEP by conducting regular reviews using the DISD campus audit process (PLAAFPs, Goals, Objectives, Compensatory Time, etc.). · Develop and monitor systems for distributing IEPs to pertinent teachers and ensuring timely implementation of ARD decisions related to services, accommodations, and placement. · Schedule, coordinate, and facilitate all Admission, Review, and Dismissal (ARD) meetings, including notices, interpreters, required participants, and use of district-approved ARD agendas to ensure procedural fidelity and compliance with all timelines. · Monitor the completion and submission of ARD documentation for assigned student populations, including paperwork, audit files, eligibility folders, and required supplements (IEPs, BIPs, Transition Plans, etc.). · Serve as the primary point of contact for parents regarding ARD processes, procedural questions, and campus-level special education concerns, coordinating communication among parents, campus staff, district personnel, and service providers. · Maintain neutral facilitation and apply conflict resolution strategies during ARD meetings. · Engage in weekly or bi-weekly meetings with the principal to review program implementation and timelines aligned with TEA requirements and the DISD campus audit process. · Monitor campus special education systems for consistency, accuracy, and compliance using district tools and monitoring systems, including adherence to the 8-Step MRE/LRE process. · Provide coaching, feedback, and side-by-side support to special education teachers on IEP implementation, instructional strategies, and progress monitoring. · Support collaboration between special and general education teachers to improve access to grade-level instruction and use student data to guide instructional feedback and campus improvement. · Support campus administrators with special education compliance, audits, and due process requirements. · Conduct yearly family and community meetings in collaboration with the campus Dyslexia Interventionist and participate in professional development while collaborating with district special education staff. WORK ENVIRONMENT: The noise level in the work environment is usually moderate. Travel throughout the district is integral to this job. A remote working environment /alternate work arrangement is not an option for campus-based employees/campus-based positions because regular and punctual attendance at the worksite and performing all duties at the worksite are essential job duties for all campus-based personnel. QUALIFICATIONS: MAJOR RESPONSIBILITIES: · Collaborate with and coordinate campus case managers to complete responsibilities in a professional, quality, and timely manner to ensure effective IEP development, implementation, and meetings. · Ensure documentation and progress monitoring occurs for each student with an IEP by conducting regular reviews using the DISD campus audit process (PLAAFPs, Goals, Objectives, Compensatory Time, etc.). · Develop and monitor systems for distributing IEPs to pertinent teachers and ensuring timely implementation of ARD decisions related to services, accommodations, and placement. · Schedule, coordinate, and facilitate all Admission, Review, and Dismissal (ARD) meetings, including notices, interpreters, required participants, and use of district-approved ARD agendas to ensure procedural fidelity and compliance with all timelines. · Monitor the completion and submission of ARD documentation for assigned student populations, including paperwork, audit files, eligibility folders, and required supplements (IEPs, BIPs, Transition Plans, etc.). · Serve as the primary point of contact for parents regarding ARD processes, procedural questions, and campus-level special education concerns, coordinating communication among parents, campus staff, district personnel, and service providers. · Maintain neutral facilitation and apply conflict resolution strategies during ARD meetings. · Engage in weekly or bi-weekly meetings with the principal to review program implementation and timelines aligned with TEA requirements and the DISD campus audit process. · Monitor campus special education systems for consistency, accuracy, and compliance using district tools and monitoring systems, including adherence to the 8-Step MRE/LRE process. · Provide coaching, feedback, and side-by-side support to special education teachers on IEP implementation, instructional strategies, and progress monitoring. · Support collaboration between special and general education teachers to improve access to grade-level instruction and use student data to guide instructional feedback and campus improvement. · Support campus administrators with special education compliance, audits, and due process requirements. · Conduct yearly family and community meetings in collaboration with the campus Dyslexia Interventionist and participate in professional development while collaborating with district special education staff. WORK ENVIRONMENT: The noise level in the work environment is usually moderate. Travel throughout the district is integral to this job. A remote working environment /alternate work arrangement is not an option for campus-based employees/campus-based positions because regular and punctual attendance at the worksite and performing all duties at the worksite are essential job duties for all campus-based personnel. QUALIFICATIONS: MAJOR RESPONSIBILITIES: · Collaborate with and coordinate campus case managers to complete responsibilities in a professional, quality, and timely manner to ensure effective IEP development, implementation, and meetings. · Ensure documentation and progress monitoring occurs for each student with an IEP by conducting regular reviews using the DISD campus audit process (PLAAFPs, Goals, Objectives, Compensatory Time, etc.). · Develop and monitor systems for distributing IEPs to pertinent teachers and ensuring timely implementation of ARD decisions related to services, accommodations, and placement. · Schedule, coordinate, and facilitate all Admission, Review, and Dismissal (ARD) meetings, including notices, interpreters, required participants, and use of district-approved ARD agendas to ensure procedural fidelity and compliance with all timelines. · Monitor the completion and submission of ARD documentation for assigned student populations, including paperwork, audit files, eligibility folders, and required supplements (IEPs, BIPs, Transition Plans, etc.). · Serve as the primary point of contact for parents regarding ARD processes, procedural questions, and campus-level special education concerns, coordinating communication among parents, campus staff, district personnel, and service providers. · Maintain neutral facilitation and apply conflict resolution strategies during ARD meetings. · Engage in weekly or bi-weekly meetings with the principal to review program implementation and timelines aligned with TEA requirements and the DISD campus audit process. · Monitor campus special education systems for consistency, accuracy, and compliance using district tools and monitoring systems, including adherence to the 8-Step MRE/LRE process. · Provide coaching, feedback, and side-by-side support to special education teachers on IEP implementation, instructional strategies, and progress monitoring. · Support collaboration between special and general education teachers to improve access to grade-level instruction and use student data to guide instructional feedback and campus improvement. · Support campus administrators with special education compliance, audits, and due process requirements. · Conduct yearly family and community meetings in collaboration with the campus Dyslexia Interventionist and participate in professional development while collaborating with district special education staff. WORK ENVIRONMENT: The noise level in the work environment is usually moderate. Travel throughout the district is integral to this job. A remote working environment /alternate work arrangement is not an option for campus-based employees/campus-based positions because regular and punctual attendance at the worksite and performing all duties at the worksite are essential job duties for all campus-based personnel.