TOSA: SPECIAL SERVICES COORDINATOR 
POSITION TYPE: Licensed, Temporary
START DATE: August 15, 2023
WORK DAYS: 190 + 15 extra days
PAY: $51,484.70 - $92,099.08 depending on experience and education level

Job Goal: To Provide a wide range of evaluation and consultation services to assist in decisions relative to students with disabilities.

General Duties: Conduct behavioral evaluations, provide behavioral consultation and training to District staff, and facilitate parent and school staffings and IEP meetings when students they manage are involved.

ESSENTIAL REQUIREMENTS:
To perform this job successfully, an individual must be able to execute each requirement satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability needed for the position.

• Minimum of Bachelor’s Degree (would prefer a Master’s Degree) in Special Education, School Psychology, or Counseling, or equivalent experience and training
• A valid Oregon Teaching License with Handicap Learner endorsement, Counselor License, or School Psychologist License
• Experience and expertise in student behavior management, collaborative problem solving, staff development
• Ability to provide leadership to staff in areas of specialization
• Ability to assist in the development, revisions, and evaluation of the curriculum and/or instructional materials in the area of responsibility
• Excellent interpersonal skills to consult effectively with teachers, administrators, students and parents in a variety of settings
• Ability to assist in the development of school plans and organizational procedures for health, safety and discipline, and conduct of students, within district policy guidelines and in partnership with teachers and approval of building principal
• Very good command of oral and written English language and ability to present effectively to small and large groups
• Ability to assist in writing valid IEP’s and to follow IDEA and 504 procedures
• Valid Oregon Driver’s license and reliable transportation for on-the-job travel
• Physical ability to train and/or assist staff in the physical management of students in crisis
• Ability to effectively work and communicate with students, parents, and school personnel from diverse cultures or backgrounds in English, Spanish, or other languages related to the job
• Ability to maintain confidentiality when dealing with student, staff, and/or parent information
• Ability to keep and maintain accurate records and meet deadlines
• Such alternative to the above requirements as the School Board or Administration may deem appropriate and acceptable

• Provide professional development for special and general education staff as needed 
• Special education department support including but not limited to drafting department guidance and communication, creating documents and materials to be used by all staff, collaborating with outside agencies, supporting placement processes
• Support Special education staff with the following: Instruct students with individualized special needs for the purpose of developing appropriate academic, interpersonal, self-management, and daily living skills (e.g., toileting/hygiene) through a defined course of study
• Supports the teacher in classroom management and individual student behavior for the purpose of providing a safe and an optimal learning environment
• Provide technical assistance to staff in all areas related to special education
• Prepares teaching materials and reports to support student learning (e.g., Individualized Education Plans, Functional Behavior Assessments, Behavior Intervention Plans, anecdotal records, progress reports, etc.) 
• Assesses students for eligibility into special education
• Assesses student’s social needs (e.g., behavioral, motor development, communication, etc.) and academic needs (e.g., developmental level, vocational abilities, etc.) for the purpose of evaluating student learning and support requirements, placement, and success of the special education program
• Schedules time to provide specially designed instruction in the area of social skill development and/or behavioral skill development as defined by the IEP
• Facilitate team processes, including problem-solving, pre-referral intervention, and IEP development for special needs students within the area of responsibility
• Collaborates with school personnel and community agencies (e.g., social service agencies, caretakers, etc.) for the purpose of developing and modifying the program to maximize the quality of student outcomes, developing solutions, and planning curriculum
• Designs data tracking sheets, along with using the District technology programs available, for students identified as having significant behavioral concerns
• Conducts systematic probes of social skills and/or behavioral skills to determine levels of mastery; and maintains continuous tracking systems to measure student outcomes
• Attends IEP meetings for students with behavioral or autism support services
• Directs instructional assistants, volunteers, and/or student aides for the purpose of providing an effective special education program and addressing the needs of individual students
• Adapts lesson(s) for the purpose of implementing IEP goals and meeting the special needs of students
• Plans, develops and follows schedules based upon service delivery model requirements as defined by IEP
• Works cooperatively with colleagues and directs the Behavior Specialist Assistant as appropriate
• Creates a positive work environment by:
  • Tolerating others’ points of view;
  • Soliciting input from others;
  • Resolving conflict at the lowest level possible: and
  • Responding effectively to crisis situations
• Follows North Santiam School District procedures, especially outlined in the Staff Handbook and assists support staff in doing the same
• Adheres to professional ethics as identified by the school district, professional organizations, and licensing commissions
• Pursues ongoing professional growth and opportunities to maintain and improve skills

1. Bachelor’s degree (or higher) with specific Oregon licensure in one of the following areas: Handicapped Learner, Child Development Specialist, School Counselor, School Psychologist, or Psychologist licensure by Teacher Standards and Practices Commission; or Licensed Professional Counselor licensure by Oregon Board Licensed Professional Counselors; and/or Licensed Clinical Social Worker licensure by Oregon State Board of Clinical Social Workers; with three-to-ten years related experience;
2. Possess a valid First Aid card if required
3. Possess a valid Oregon Driver’s License if required
4. Bloodborne Pathogens Training/Hepatitis B Shot Series Training as required

1. Moderate to extensive degree of physical and emotional stamina;
2. Frequent and prolonged standing, walking, and sitting;
3. Ability to restrain students when necessary
4. Frequent and prolonged talking/hearing conversations;
5. Ability to physically lift or move a student when needed; and
6. Possible exposure to bodily fluids due to student injury and illness

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

TERMS OF EMPLOYMENT:  Days and hours to be arranged, with salary according to current schedule.

EVALUATION:  Following the probationary period, the performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on the evaluation of license