Primary Purpose:
On a part-time basis, assess the educational, learning styles, and program needs of students referred to special education services. Work cooperatively with instructional personnel to provide the most appropriate instructional programs for students with disabilities.
Qualifications:
Education/Certification:
Master’s degree in educational assessment
Valid Texas teaching certificate
Valid Texas educational diagnostician certificate
Special Knowledge/Skills:
Knowledge of diagnostic procedures, education of special education students, human development, and learning theories
Ability to interpret data
Excellent organizational, communication, and interpersonal skills
Major Responsibilities and Duties:
Assessment
- Select and administer formal and informal assessments to determine student eligibility for special education services according to federal and Texas Education Agency regulations.
- Compile and evaluate comprehensive student information including classroom observations; personal interviews with the student, teachers(s), parents and others; and relevant assessment data from student’s cumulative folder. Consult with parents and teacher concerning the educational needs of students and interpretation of assessment data.
- Participate in the Admission, Review, and Dismissal (ARD) Committee to assist with interpretation of assessment data, appropriate placement, and development of Individual Education Plans (IEP) for students according to district procedures.
Consultation
- Present staff development training in assigned schools to assist school personnel in identifying and understanding students with disabilities.
- Assist classroom teachers with implementation of IEP.
Program Management
- Participate in the selection of assessment materials and equipment.
- Develop and coordinate a continuing evaluation of the assessment program and make changes based on findings.
- Compile, maintain, and file reports, records, and other documents required.
- Comply with policies established by federal and state law, State Board of Education rule, and local board policy. Comply with all district and local campus routines and regulations.
Supervisory Responsibilities:
None.
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive equipment; may work prolonged or irregular hours
Environment: Exposure to biological hazards; may require districtwide travel
Mental Demands: Maintain emotional control under stress |