Job Descriptions

Nature of Work

Performs difficult skilled technical work managing the NC state testing program, and related work as apparent or assigned. Provides leadership and assistance in coordinating and implementing the accountability activities of the school system.

Qualifications and Licensure

• Master’s Degree in School Administration, required
• 5 years of successful classroom teaching experience
• 5 years of successful administrative experience
• Experience with school testing and accountability, preferred

Duties and Responsibilities 

• Develops and implements a district-wide Testing Plan and ensures schools have individual school testing plans.
• Ensures proper training in Test Policy and Procedures for any employee participating in the NC Testing Program.  This includes:
  • Accommodations training (Testing Students with Disabilities Handbook, or TSWD) for EC teachers, EL teachers, and 504 coordinators.
  • Identifies a school test coordinator (STC) for every school and trains them on the Test Coordinator Handbook (TC Handbook) and TSWD.
  • Ensures successful completion of the online Policy and Procedure training course for anyone who will coordinate or administer State-required examinations.
  • Ensures anyone participating in the State testing program knows the contents of the Code of Ethics – specifically the sanctions for violating.  This includes proctors.
  • Complies with the Family Educational Rights Privacy Act (FERPA) and ensures all staff are familiar with the law.
  • Demonstrates professional ethics and assists others in following ethical procedures relating to testing, student privacy, etc.
• Oversees the successful completion of all State required exams:
  • Orders, distributes, and returns any secure testing materials to NCDPI while maintaining security of materials (also including online materials).
  • NC End-of-Grade (EOG), End-of-Course (EOC), and Beginning of Grade 3 Reading (BOG3): Provides training in the mechanics of online testing including student participation in the tutorial and coordinator / administrator ability to use the online testing system – NC Test.
  • ACT (includes WorkKeys and PreACT): Ensures vendor-provided materials are used to train coordinators and administrators for successful completion of ACT exams.
  • ACCESS for ELL: Ensures vendor-provided materials (and NC supplemental materials) are used to train coordinators and administrators for successful completion of testing for English Language Learners.  Manage accounts in WIDA-AMS for test administrators.
  • Assists EL Coordinator in identifying and assessing any student who may be an English learner on the WIDA screener throughout the year (within 30 calendar days of a student enrollment).
  • Grade 3 Read to Achieve (RtA), EXTEND1, College and Career Alternate (CCRAA): Ensures proper identification for students who may need to take these special exams.  Provide training to coordinators and/or teachers
  • NAEP: Coordinates with NCDPI and any chosen school(s) to complete National achievement assessments.
  • Ensures test results are appropriately shared with any necessary interpretations publicly, internally, and individually (students / families).
  • Provides, analyzes, and interprets testing data for schools, district leaders, and the Board of Education
  • Ensures parent information is available such as annual test calendars and test information.
• Attends State-required training and any optional training as needed for completing testing and accountability reporting.
  • Monthly training with the Regional Accountability Coordinator (RAC)
  • Yearly State Test Coordinator training (usually in October at NC State University)
  • Optional training dates are available for new test coordinators.
• Completes accountability tasks throughout the year including signature-required documents and check-out procedures:
  • Completes Beginning of Year (BOY), Fall Testing, and End of Year (EOY) checklists that must be signed and approved by the RAC.
  • Obtains Board-notified or approved forms such as Non-diploma schools, Alternative School Accountability, Summer remediation and testing programs. Superintendent-signed forms such as data sign-off, participation rates, data corrections, justification forms.
  • Submits Medical Exceptions for students unable to test with medical or psychological issues.
  • Completes data corrections if necessary, with supporting documentation.
  • Completes Cohort Graduation Rate (CGR) training, tasks, and collects necessary documentation.
  • Builds audit files (test history, accommodations, for example) for schools to make corrections in authoritative sources (PowerSchool, ECATS, Ellevation).
  • Submits accountability data to NCDPI including Economically Disadvantaged data in accordance with the Memorandum of Understanding (MOU) with Child Nutrition.
  • Ensures State-required information is posted on the district website (Read to Achieve, parent testing information) and checks for accuracy on the NC School Report Cards.
• Maintains and updates online accountability / resource systems:
  • EDDIE (educational directory and demographical information exchange)
  • ASM (accountability services management)
  • NC Test – update accounts for school test coordinators and provide user training.
• Provides, analyzes and interprets non-test data regularly.
  • Employee Absences
  • Teacher Walkthrough / Snapshot data
  • Surveys (perception, Social-Emotional, Teacher Working Conditions)
• Coordinates Benchmark Testing and supports teacher-made assessments in MasteryConnect.
  • Trains teachers and school leaders on how to use the assessment system
  • Coordinates with the vendor and district curriculum specialists for benchmark creation
  • Maintains working relationships with the vendor for support and ongoing improvement
  • Responds to requests for assistance from schools
  • Provides data to schools and district leaders to identify and respond to potential areas of concern throughout the year.
• Manages EVAAS software system.
  • Verifies rosters for EVAAS
  • Provides analysis and reporting of growth data
  • Conducts training for school and district administrators
• Serves as School Improvement Team Coach
  • Attends meetings at the school, provides district support, and documents through comments in the Indistar system.
• Provides organized data for School Needs Assessments to facilitate completing School Improvement Plans.  Participate in Data days to assist schools with obtaining, understanding, and creating data-based goals.
• Consults with school leaders in identifying goals and strategies for school improvement.
• Reviews and responds to Research Requests (internal and external).  Read and respond to formal inquiries to approve or deny research requests.
• Participates with district and school leaders in long-range planning and goal setting for the district.
• Maintains files and manages accessibility for school and district leaders to access secure and/or historical data.
• Student Information System, or SIS (PowerSchool or Infinite Campus).  Learn how to manage data in the SIS and enter or pull data as needed and inspect for correct data entry on certain reports.
• Participates in meetings, conferences, and training at the district level.
• Assists with collection and presentation of data for review by accreditation reviewers, Cognia District Accreditation, which is usually every 5 years.
• Assists with the Civil Rights Data Collection (CRDC), which is every 2 years.
• Assists the district data manager in completing Federally required data collection for monitoring and possible action steps, to include the Civil Rights Data Collection (CRDC), which is done every 2 years.
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• Requires the occasional exertion of up to 50 pounds of force.
• Regularly requires sitting, speaking or hearing, using hands to finger, handle or feel and repetitive motions. 
• Occasionally requires standing, walking, climbing or balancing, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.
• Requires close vision, ability to adjust focus and color perception.
• Vocal communication is required for expressing or exchanging ideas by use of the spoken word.
• Hearing is required to perceive information at normal spoken word levels.
• Requires preparing and analyzing written or computer data. 
• Must be able to operate a variety of equipment and tools including computers, scanners, typewriters, computer software, etc.

Special Requirements (if applicable)

• Must be knowledgeable in Microsoft Office (Excel / pivot tables, Word, PowerPoint).
• Must be knowledgeable in Google Suite (Gmail, Drive, Sheets, Docs, Slides, Forms, Meet, and Chrome).
• Must possess PC Skills (managing folders on a server, navigation to locate files stored locally on a device, and use the Secure File Transfer Protocol [SFTP] when sharing data with the NCDPI).
• Must possess organizational skills (long-range planning for providing training, keeping up with multiple and simultaneous accountability tasks, dealing with very large amounts of data sets to provide meaning, managing multiple internet resources and passwords).
• Must have an understanding of statistics and reading statistical analyses.
• Must possess the ability to analyze and interpret data.

• Must possess outstanding oral and written communication skills.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

To develop, administer, supervise, coordinate and evaluate the Exceptional Children programs as integral parts of the total curriculum and in accordance with state and federal laws and procedures, and Board of Education policies. 

Qualifications and Licensure

• Master's degree and extensive experience delivering special education services, with supervisory experience, or equivalent combination of education and experience
• North Carolina licensure in Curriculum Instruction and Supervision
• Five or more successful years of classroom teaching experience
• Administrative Experience, preferred 

Duties and Responsibilities 

• Provides leadership in developing comprehensive program plans as well as oversees and evaluates and the planned programs for Tier II and Tier III Students. 
• Determines program needs and allocates resources of staff and materials. 
• Attends meetings (i.e. IEP meetings) with parents and staff in order to assist in facilitating appropriate programs and services for individual students. 
• Assists/prepares budgets, coordinates with other departments or agencies to assure maximum services, and maintains records/reports/inventories in accordance with local/state/federal policies. 
• Shares information about programs with various stakeholders, serves as a liaison between the school system and other agencies. 
• Gathers and analyzes program evaluation data. 
• Participates in regional and state meetings pertaining to exceptional education programs and student support services. 
• Shares information with staff regarding best practices in special education, instructional issues, and state and federal requirements regarding services for students with special needs and disabilities, and other support-related programs. 
• Consults with staff and administrators regarding discipline issues of students with special needs and disabilities .
• Coordinates and conducts professional development activities for staff working with students with special needs and disabilities. 
• Makes presentations district-wide to EC staff, counselors, social workers, school psychologists as well as other district employees regarding working with students with special needs and disabilities. 
• Stays informed of state and federal laws and procedures for programs for students with special needs and disabilities as well as students in need of intervention. 
• Hires, supervises and evaluates special education teachers.
• Consults with district administration on current or potentially litigious special education issues.
• Collaborates with district administrators in the selection and placement of exceptional children personnel, school psychologists, and assists in evaluating staff.
• Ensures, along with building administrators, that EC and student support are providing appropriate instruction, support, and services to students with special needs and disabilities.
• Performs other duties as assigned by the supervisor.

Special Requirements (if applicable)

• Comprehensive knowledge of the principles, practices and procedures of school and special education administration. 
• Comprehensive knowledge of curriculum and program development for special students. 
• Comprehensive knowledge of issues related to special education law, finance and due process. • Ability to write and facilitate grant funds. 
• Ability to lead and direct the work of subordinate staff. 
• Ability to operate standard office equipment and related hardware and software. 
• Ability to learn specialized equipment and software based on district needs.  
• Ability to develop and present ideas effectively, orally and in written form. 
• Ability to establish and maintain effective relationships with school officials, associates, parents and the general public.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force.
• Work regularly requires speaking or hearing, using repetitive motions, frequently requires standing, walking and sitting and occasionally requires stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. 
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly.  
• Hearing is required to perceive information at normal spoken word levels. 
• Work requires preparing and analyzing written or computer data.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work
To assist the Executive Director in developing, administering, supervising, coordinating and evaluating the Exceptional programs as integral parts of the total curriculum and in accordance with state and federal laws and procedures, and Board of Education policies.

Qualifications and Licensure

• North Carolina Teacher Certificate in Special Education
• Master’s in special education preferred but not required
• Masters in School Administration preferred but not required
• Five years or more of successful experience as a special education teacher
• Experience in ECATS (special education database) and behavior management 
• Specific experience in the interpretation and implementation of federal and state legislation and guidelines governing special education and the IEP process
• Demonstrated leadership qualities and personal characteristics necessary for working effectively with students, teachers, parents, and administrators

Duties and Responsibilities 

• Assists in the oversight of the day-to-day functions of the district’s special education programs.
• Assists in hiring, supervising, and evaluating special education teachers.
• Ensures compliance with due process laws, practices, and procedures through technical assistance to staff, parents, and others as required.
• Serves as the LEA representative, empowered to make decisions and commit district resources, at special education meetings.
• Consults with building principals regarding special education student needs and emergency situations.
• Assists the Executive Director in coordinating and overseeing extended year programs.
• Assists the Executive Director in analyzing, developing, and modifying special education programs to meet the needs of students.
• Determines the need for and facilitates staff development for special education staff on due process requirements, procedures, forms, etc.
• Works with new staff to acquaint them with district procedures and practices.
• Provides information to parents regarding the referral/assessment process, special education services available within the district, and their rights relative to special education.
• Consults and problem-solve with building principals and special education staff regarding difficult and/or potentially litigious special education issues.
• Monitors compliance with special education due process requirements, staff caseloads and continuum of services within the district.
• Reviews and audits student Individual Education Plans to ensure compliance.
• Attends training sessions, conferences, seminars, department, and district meetings.
• Serves on district committees, task forces, work groups, etc., as requested.
• Keeps abreast of changing developments, trends, instructional and educational technologies.
• Communicates effectively with students, staff, parents, and community; project a positive image that enhances the department/District’s mission.
• Mediates and facilitates effective resolution of conflicts in a timely fashion.
• Promotes and disseminates current legal issues and policies.
• Serves as Coordinator for the homebound program to ensure the smooth and speedy transition of instructional services to students who need a home or hospital bedside arrangement.
• Supervises the district level Behavior Support Liaison Team and oversees the PRC 29 grant.
• Assists the Executive Director and Director of Transportation in providing adequate transportation for students with disabilities.
• Assists the Executive Director with the Special Education budget and the writing of State and Federal grants.
• Disseminates ideas and information to other professionals; provides leadership in addressing the challenges facing the profession (e.g., active involvement in professional associations, professional presentations at conferences, etc.).
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force. 
• Work regularly requires speaking or hearing, using hands, and repetitive motions, frequently requires standing, walking and sitting and occasionally requires stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. 
• Work has standard vision requirements.  
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly.  
• Hearing is required to perceive information at normal spoken word levels.  
• Work requires preparing and analyzing written or computer data. 

Special Requirements (if applicable)

• Comprehensive knowledge of the principles, practices and procedures of school and special education administration.  
• Comprehensive knowledge of curriculum and program development for special students.  
• Comprehensive knowledge of issues related to special education law, finance and due process.  
• Ability to write and facilitate grant funds.  
• Ability to lead and direct the work of subordinate staff. 
• Ability to operate standard office equipment and related hardware and software. 
• Ability to learn specialized equipment and software based on district needs. 
• Ability to develop and present ideas effectively, orally and in written form.  
• Ability to establish and maintain effective relationships with school officials, associates, parents and the general public.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work
Performs difficult professional work providing a broad range of teaching services or specific learning program, assisting students to develop skills, attitudes and knowledge needed as a foundation for future learning in accordance with each student's ability, using a variety of teaching and learning methods at various levels to a targeted audience, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal.

Qualifications and Licensure

• Bachelor’s Degree from an approved education program in the subject area 
• NC Teaching License in appropriate subject area or have qualifications to obtain a NC teaching License
• Strong background in North Carolina Course of Study/Common Core and Essential Standards

Duties and Responsibilities 

• Develops lesson plans and instructional materials providing effective teaching strategies.  
• Maintains effective classroom management, recognizes and addresses learning and behavior issues. 
• Understand developmental appropriateness of materials and differentiate instruction to meet the needs of all learners. 
• Evaluates accomplishments of students on a regular basis using multiple assessment methods; provides progress and interim reports for feedback.  
• Communicates with parents in a timely manner; maintains positive and constructive communication with students, staff, parents and community.  
• Protects students, equipment, materials and facilities taking necessary and reasonable precautions. 
• Upholds and enforces board policy, district goals, administrative procedures and school rules and regulations. 
• Adheres to health and safety policies.  
• Maintains appropriate work habits, including regular and punctual attendance and appropriate use of conference and planning time. 
• Keeps current in subject matter knowledge and learning theory. 
• Attends workshops, seminars and conferences as well as staff, department, curricular development and committee meetings and staff-development sessions as required.  
• Respects the confidentiality of records and information regarding students, parents and teachers in accordance with accepted professional ethics and state and federal laws. 
• Shares responsibility during the school day for the supervision of students in areas of the school. 
• Implements the IEPs of students with disabilities.
• Conducts IEP meetings and annual review meetings as needed.
• Performs non-instructional duties as assigned
• Performs other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force.  
• Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. 
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word. 
• Hearing is required to perceive information at normal spoken word levels.  
• Work requires preparing and analyzing written or computer data, operating machines, operating motor vehicles or equipment and observing general surroundings and activities.  
• Work occasionally requires exposure to outdoor weather conditions.  

Special Requirements (if applicable)

• Ability to lead in the classroom by taking responsibility for all students’ learning.
• Ability to demonstrate leadership in the school by working collaboratively with all school personnel to create a professional learning community. 
• Ability to lead the teaching profession by striving to improve the profession. 
• Ability to advocate for schools and students by promoting positive change in policies and practices affecting student learning. 
• Ability to demonstrate high ethical standards by upholding the Code of Ethics and Standards for Professional Conduct.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work
Performs difficult professional work providing a broad range of teaching services or specific 
learning program, assisting students to develop skills, attitudes and knowledge needed as a 
foundation for future learning in accordance with each student's ability, using a variety of 
teaching and learning methods at various levels to a targeted audience, and related work as 
apparent or assigned. Work is performed under the limited supervision of the Principal.

Qualifications and Licensure

• Bachelor’s Degree from an approved education program in the subject area 
• NC Teaching License in appropriate subject area or have qualifications to obtain a NC teaching License
• Strong background in North Carolina Course of Study/Common Core and Essential Standards

Duties and Responsibilities 

• Plans and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.  
• Conducts assessments of student learning styles and uses results for instructional activities. 
• Implements the IEPs of students with disabilities.
• Works cooperatively with general education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).  
• Works with other members of staff to determine instructional goals, objectives, and methods according to district requirements. 
• Plans and supervises assignments of teacher aide(s) and volunteer(s).
• Uses technology to strengthen the teaching/learning process.  
• Helps students analyze and improve study methods and habits.  
• Conduct ongoing assessment of student achievement through formal and informal testing.
• Assumes responsibility for extracurricular activities as assigned; sponsor outside activities approved by the campus principal. 
• Communicates with parents in a timely manner; maintains positive and constructive communication with students, staff, parents and community.  
• Acts as a positive role model for students; supports the mission of the school district. 
• Creates classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. 
• Manages student behavior in accordance with Student Code of Conduct and student handbook.
• Respects the confidentiality of records and information regarding students, parents and teachers in accordance with accepted professional ethics and state and federal laws. 
• Provides or supervises personal care to include diapering and other essential needs, medical care, and feeding of students as stated in IEP.
• Conducts IEP meetings and annual review meetings as needed.
• Performs non-instructional duties as assigned.
• Performs other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force.  
• Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. 
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word. 
• Hearing is required to perceive information at normal spoken word levels.  
• Work requires preparing and analyzing written or computer data, operating machines, operating motor vehicles or equipment and observing general surroundings and activities.  
• Work occasionally requires exposure to outdoor weather conditions.  

Special Requirements (if applicable)

• Ability to lead in the classroom by taking responsibility for all students’ learning.
• Ability to demonstrate leadership in the school by working collaboratively with all school personnel to create a professional learning community. 
• Ability to lead the teaching profession by striving to improve the profession. 
• Ability to advocate for schools and students by promoting positive change in policies and practices affecting student learning. 
• Ability to demonstrate high ethical standards by upholding the Code of Ethics and Standards for Professional Conduct.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

 Nature of Work

A teacher assistant provides support to a lead teacher in charge of a classroom. Teacher Assistants reinforce lessons by tutoring individual students and/or working with small groups. Additionally, Teacher Assistants will drive a bus when called upon to do so. 

Qualifications and Licensure

• Must hold an Associate's Degree or have at least 48 semester hours of college credits 
• Must be 18 years of age
• Must obtain a valid commercial driver's license with passenger and bus endorsement in the State of North Carolina 
• Must hold Commercial Driver’s License with P and S Endorsement
• Employment is dependent upon ability and availability to drive a bus 

Duties and Responsibilities 

• Cooperates in developing procedures for the classroom.
• Assists in the preparation of materials.
• Maintains awareness of goals and objectives of supervising teachers.
• Assists in implementing the  planned program.
• Provides information to teacher(s) concerning program evaluation.
• Participates in and facilitates activities to improve effectiveness of the total school program.
• Carries out student supervisory duties in a prompt and reasonable manner to ensure a safe and healthful environment.
• Collects and records money to established procedures.
• Maintains classroom files and records in accordance with applicable rules, laws and regulations.
• Exhibits positive behavior toward children, parents, staff and administrators.
• Represents the needs of school and children to parents and the community in a positive manner.
• Conducts himself or herself as a positive role model in the school and community.
• Assists students with understanding, interpreting and adhering to laws, rules and regulations.
• Shares the responsibility for school cleanliness and neatness.
• Maintains bus route schedule.
• Supervises students riding the bus.
• Discharges students only at authorized stops and transport only authorized students.
• Complies with local traffic regulations and observes all mandatory safety regulations.
• Reports delays or accidents regarding the bus.
• Cleans the interior of the bus.
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force.  
• Work regularly requires sitting, speaking or hearing, using hands to finger, handle or feel repetitive motions and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.  
• Work has standard vision requirements; vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly; hearing is required to perceive information at normal spoken word levels.  
• Work requires visual inspection involving small defects and/or small parts, operating machines, operating motor vehicles or equipment and observing general surroundings and activities.  
• Work regularly requires working near moving mechanical parts, exposure to outdoor weather conditions and exposure to vibration and occasionally requires exposure to fumes or airborne particles, exposure to toxic or caustic chemicals and exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment.

Special Requirements (if applicable)

• General knowledge of operating a school bus; general knowledge of the geography of the District and the location of streets; skill in the safe operation of a school bus.  
• Ability to detect malfunctioning equipment.  
• Ability to assist children using patience and understanding.  
• Ability to establish and maintain effective working relationships with school officials, associates, students, parents and the general public.
• General knowledge of daily routines of the classroom. 
• General knowledge of student handbook rules. 
• General knowledge of procedures to follow in the event of an emergency • General knowledge of the principles of organization and administration. 
• Some knowledge of the curriculum for the grade. 
• Possess excellent communication skills, both written and oral. 
• Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity. 
• Ability to motivate students. 
• Ability to maintain a clean and orderly environment. 
• Ability to perform general clerical duties. 
• Ability to maintain order and discipline in a classroom. 
• Ability to operate common office machines. 
• Ability to maintain basic files and records. 
• Ability to understand and follow oral and written instructions. 
• Ability to establish and maintain effective working relationships as necessitated by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job. 

Nature of Work
The EC Personal Care Assistant (PCA) provides support to the lead teacher in charge of the classroom.
The PCA helps the lead teacher specifically by focusing on the needs of an individual student and provides one-to-one assistance to that student throughout the school day. 

Qualifications and Licensure

• High school diploma or equivalent 
• Experience with assisting children and being responsible for their well-being 
• Possession of an equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position 
• Such alternatives to the above qualifications as the Board may find appropriate and necessary 

Duties and Responsibilities 

• Cooperates in following the goals and objectives of the student's Individualized Education Plan (IEP). 
• Maintains awareness of goals and objectives of supervising teachers.
• Carries out student supervisory duties in a prompt and reasonable manner to ensure a safe and healthful environment.
• Provides information to teacher(s) concerning student needs when appropriate. 
• Participates in and facilitates activities to improve effectiveness of the total classroom environment when appropriate. 
• Exhibits positive behavior toward children, parents, staff and administrators. 
• Conducts himself/herself as a positive role model in the school and community. 
• Assists assigned students with understanding, interpreting and adhering to laws, rules and regulations when applicable. 
• Shares the responsibility for school cleanliness and neatness. 
• Performs all other duties as assigned by the supervisor.

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Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 50 pounds of force.  
• Work regularly requires speaking or hearing and lifting, frequently requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms and repetitive motions and occasionally requires using hands to finger, handle or feel and pushing or pulling. 
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly.  
• Hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound.  
• Work requires preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts, using measuring devices and observing general surroundings and activities. 

Special Requirements (if applicable)

• General knowledge of the special education needs of pupils in the classroom.  
• General knowledge of the practices and methods used in special education programs.  
• Ability to assist classroom teachers in a variety of tasks.  
• Skill in working with special education students.  
• Ability to work with and assist special education pupils.  
• Ability to establish and maintain effective working relationships with school officials, public, associates and students.  
• Ability to accept and follow the direction of the teacher as well as being a self-starter.  
• Ability to display calmness, patience, and firmness in managing problem behaviors.  
• Patient and kind showing respect for all students regardless of abilities or needs.  
• Willingness and ability to learn new skills.  
• Must be dependable and prompt.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

Performs human support work managing student behavior through intervention, assisting teachers as needed, instructing students on various topics, supervising and assisting students as needed, compiling and maintaining student records, and related work as apparent or assigned. Work is performed under the moderate supervision of the Executive Director of Exceptional Children.

Qualifications and Licensure

• Two Year Associate Degree or equivalent required (minimum of 48 college credit hours, preferably in social services field, psychology, social work, counseling, etc.)  
• Two years relevant experience required (e.g., experience in mental health or community services facility with SED students or as a teacher assistant or instructor with SED or “at risk” students).  
• Active CPI Crisis Prevention & Intervention (CPI) certification, preferred  
• Must fulfill requirements of CPI Certification following hire 
• The CPI Certification should be completed the first time offered through WCS, or complete CPI Certification independently within 30 days of first available WCS training.
• Direct experience in crisis intervention  
• Experience in implementing effective individual and/or group behavior management plans

Duties and Responsibilities 

• Removes students from situations when appropriate to facilitate de-escalation using Crisis Intervention and Prevention Techniques.  
• Participates in planning for behavior interventions such as suggestions for helping the student practice new behaviors.  
• Provides intervention as designated on BIP (behavior intervention plan).  Collects data and or assist with development of behavior intervention plans.  
• Shadows main-streamed exceptional children students to assist with transitions and or inclusion.  
• Brainstorms interventions with exception children teachers as students develop patterns of disruptive behavior.  
• Obtains updates regarding behavior progress of exceptional children students.  
• Collaborates with counselors, in-school suspension, teachers, administrators, and or behavioral support staff.  
• Provides social skills training as part of the progress documentation.  
• Maintains a list of exceptional children students at-risk for suspension. 
• Logs contacts and progress of exceptional children students on caseload.  
• Provides information related to behaviors targeted as well as frequency and outcomes of interventions implemented.  
• Assists administration in school wide drills (i.e. fire, tornado, evacuation, etc.). 
• Provides crisis intervention services as needed.  Assist in the development/coordination or implementation of behavior management programs. 
• Assists with implementation of systematic plan for regular “base-touching” with students, particularly students with behavior/emotional needs.  
• Maintains accurate logs of student progress, relative behavior and social skills development.  
• Provides social skills training as part of the progress documentation may be warranted under the director of supervising EC teacher.  
• Attends and/or participates in meetings for students in the EC program or those students whose behavior impedes their own learning or that of others.  
• Consults with the team regarding specific behaviors of students and participates in behavioral planning.  
• Performs all other duties assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of over 100 pounds of force.  
• Work occasionally requires standing, walking, sitting, speaking or hearing, using hands to finger, handle or feel, reaching with hands and arms and pushing or pulling.  
• Work has standard vision requirements.  
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word.  
• Hearing is required to perceive information at normal spoken word levels.  
• Work requires observing general surroundings and activities.  

Special Requirements (if applicable)

• Knowledge of NC Exceptional Children Policies.  
• Some knowledge of the principles, practices and procedures of academic behavior management.  
• Some knowledge of federal and state mandates and local procedures and regulations relating to academic behavior programs.  
• Ability to develop and present orally and in written form.
• Ability to establish and maintain effective working relationships with school officials, associates and the general public.  
• Ability to handle multi-stressful situations. 

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work
Under general or occasional supervision, the school physical therapist, as a member of the team, supports the education of students suspected of and/or diagnosed with a disability in their least restrictive environment. The physical therapist develops, implements and coordinates a physical therapy program with the local educational agency (LEA); providing screening, evaluation, intervention services and transition planning. Skilled provision of physical therapy prevents injury (acute or chronic) of both students and educational staff. When working with students with disabilities and serious health impairments, the therapist is expected to analyze risk, problem solve effectively and demonstrate a high level of professional judgment when recommending and providing services, making environmental modifications and training staff to manage physical needs. Direct supervision may be exercised over support personnel and must be provided to physical therapy assistants. Consultation with educational and community personnel is also an essential component of the physical therapist’s roles and responsibilities. The employee is also responsible for documenting treatment planning and treatment activities, preparing evaluation reports, documenting student progress, and the development of a Plan of Care/ Intervention plan.The employee is also responsible for modifications of equipment and or environment and site based in-service training as necessary. 

Qualifications and Licenses

• Graduation from a four-year accredited program of physical therapy 
• Two years of experience or a Master's degree in physical therapy; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities 
• Licensed as a physical therapist by the North Carolina Board of Physical Therapy 
• Possession of a valid driver's license issued by the State of North Carolina 

Duties and Responsibilities

• Assesses students using appropriate evaluation tools including standardized tests, clinical observations, and review of medical and educational reports to determine need for therapy intervention plan.
• Develops and implements individualized therapy programs for qualifying students. 
• Documents screenings, evaluations, Individual Education Plans, progress reports, classroom/home programs and other data, as required. 
• Provides consultation with classroom teachers and other school staff regarding students' optional function in the school environment.. 
• Provides classroom programs, instruction in management techniques, adapted equipment, and environmental modifications including the identification of architectural barriers. 
• Consults with parents and/or guardians regarding students' therapy programs. 
• Adapts, fabricates and maintains specialized equipment required for therapy services or student needs. 
• Investigates and recommends types of equipment available to meet student needs, funding sources, and vendor options, including insurance forms and letters of justification.
• Provides in-service training to teachers and other school personnel, as needed, assists with education, orientation and preparation of receiving school staff and students regarding issues, concerns and information about "inclusion" of exceptional children in regular school and classroom programs.
• Supervises physical therapist assistant. 
• Provides clinical education for therapy student interns from colleges and universities. 
• Plans,orders and maintains departmental supplies and equipment.
• Maintains records as required. 
• Travels between locations where students require services.
• Maintains clinical and administrative records in accordance with state guidelines and school board policy.
• Completes random moment in time studies as required by MAC program guidelines.
• Performs other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• Must be physically able to operate a variety of automated office machines including computers, typewriters, calculators, printers, copiers, wheelchairs, standers, walkers, switches and other assistive technology used in therapy etc.  
• Must be able to exert up to 40 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects.  
• Work regularly requires speaking or hearing, frequently requires standing, walking and sitting and occasionally requires using hands to finger, handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms, lifting and repetitive motions.  
• Work has standard vision requirements.  
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly.  
• Hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound.  
• Work requires preparing and analyzing written or computer data.  
• Work occasionally requires exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment.  

Special Requirements (if applicable)

• Thorough knowledge of the theory, principles and methods of physical therapy and their proper application in the educational environment Considerable knowledge of appropriate evaluating tools. 
• Considerable knowledge of the equipment and assistive technology available to use in therapy. 
• Considerable knowledge of current literature, trends and developments in the field of physical therapy and general medicine. 
• Considerable knowledge of feeding issues such as food consistency, oral motor functioning, adaptive equipment and specific feeding techniques.
• General knowledge of the principles of organization and administration. 
• Skill in adapting or designing equipment for individual needs. 
• Skill in administering treatment. 
• Ability to select and administer appropriate assessment and treatment activities.
• Ability to plan, coordinate and conduct on-the-job training and continuing education for a variety of individuals. 
• Ability to screen, evaluate and provide required physical therapy services. 
• Ability to develop and implement individualized programs. 
• Ability to make decisions that may have medical, orthopedic or neurological implications. 
• Ability to accurately document sessions. 
• Ability to train others in simple therapy principles.
• Ability to maintain adequate inventory of supplies. 
• Ability to maintain complete and accurate records and to develop simple reports from those records. 
• Ability to establish and maintain effective working relationships as necessitated by work assignments. 

DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work
Under general or occasional supervision, leads the process in development, implementation and coordination of the occupational therapy program for their assigned schools. Their work involves screening, evaluations, educational program and transition planning, therapeutic intervention, and exit planning for their students identified with or suspected of having disabilities, that interfere with their ability to perform daily life activities or participate in necessary or desired occupations. Professional judgment and clinical knowledge are used to develop individualized programming based on     progress, documentation for Medicaid/ Fee for Service billing for all eligible students, consulting with parents, classroom teachers and agency representatives. Employee is also responsible for modifications of equipment and or environment and site based in-service
training as necessary.

Qualifications and Requirements

• Completed an accredited (by the Accreditation Council for Occupational Therapy Education(ACOTE)), Occupational Therapy educational curriculum and the required supervised fieldwork as determined by the National Board of Certification for Occupational Therapy (NCBOT) Board
• Initial certification by NBCOT 
• Current license by North Carolina Board of Occupational Therapy 
• Must hold and maintain a valid motor vehicle operator's license with a good driving record according to the State of NC requirements 

Duties and Responsibilities

• Screens and evaluates children to determine needs for occupational therapy. Identifies occupational therapy goals for the child's individualized family service plan or the IEP.
• Provides occupational therapy interventions that enable children with disabilities to benefit from special education and to participate in the general education environment.. 
• Collaborates with team members on reinforcement of strategies and use of assistive devices for accessing the curriculum and activities of daily living.
• Maintains communication with parents to discuss progress on goals and provide activities for home to reinforce skills.. 
• Completes required documentation including evaluations, progress notes, individualized family service plans, IEP's, service logs, and quarterly progress reports in a timely manner. 
• Participates in staff meetings and professional development activities. 
• Participates in individualized family service plan and IEP meetings, team meetings, and parent conferences.
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 40 pounds of force.  
• Work regularly requires sitting, speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires standing, walking and reaching with hands and arms and occasionally requires climbing or balancing, stooping, kneeling, crouching or crawling, pushing or pulling and lifting.  
• Work has standard vision requirements.  
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly.  
• Hearing is required to perceive information at normal spoken word levels.  
• Work requires preparing and analyzing written or computer data, visual inspection involving small defects and/or small parts, using measuring devices, operating machines, operating motor vehicles or equipment and observing general surroundings and activities.  
• Work occasionally requires working near moving mechanical parts, exposure to fumes or airborne particles, exposure to outdoor weather conditions, exposure to vibration and exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment.  

Special Requirements (if applicable)

• Considerable knowledge of the theory, principles, and methods of occupational therapy. 
• Considerable knowledge of school-based occupational therapy practices Considerable knowledge of the Individuals with Disabilities Education Act(IDEA) policy and procedure and section 504 policy and procedure. 
• Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and PowerPoint; Google Apps. 
• Ability to adapt or design equipment for individual needs. 
• Ability to select and administer appropriate assessment and treatment activities. 
• Ability to guide the learning process toward achievement of established Individualized Education Program (IEP) goals.
• Ability to motivate students. 
• Ability to establish and maintain effective working relationships, and build consensus with school administrators, teachers, support staff, central office services staff, occupational therapists, and parents.. 

DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

Assists students with special communicative needs to use the maximum communicative potential based on age and cognition. Areas of speech-language involvement include defects or abnormalities in articulation, language, voice and fluency.. The employee coordinates services with the student's educational staff and family. The therapist is responsible for documentation for Medicaid billing for all eligible students. The employee reports to the principal/s at his/her school/s, if school based and to the Exceptional Children's Preschool Lead Teacher if center-based. 

Qualifications and Licenses

• Must have a master's degree in Speech-Language Pathology
• Certificate of Clinical Competence from the American Speech-Language and Hearing Association, preferred. 
• Must have a G License from the NC Department of Public Instruction. 
• May have a license from the Board of Examiners for Speech-Language Pathologists and Audiologists 

Duties and Responsibilities 

• Organizes the school program, cooperates with others to accomplish its goals, coordinates program services with other student services and maintains records in accordance with established rules, regulations and ethical standards.. 
• Maintains Medicaid billing profiles and therapy notes on all Medicaid eligible students using the designated billing service for the district.. 
• Conducts screening and testing, obtains diagnostic information, analyzes information and makes recommendations regarding programs and services.. 
• Supervises speech-language assistants and clinical fellows working on ASHA certification.. 
• Develops individual education plans for each speech-language eligible child in collaboration with the classroom teacher, parent, LEA representative and other pertinent professionals.. 
• Plans therapy and uses appropriate diagnostic tools and therapy techniques to support the curriculum.. 
• Manages time, facilities and resources to facilitate delivery of services.. 
• Promotes effective interpersonal relations and engages in continuing professional growth. 
• Provides consultation, seeks assistance of others, uses related research and makes recommendations and referrals for the implementation of services. 
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force. 
• Work regularly requires speaking or hearing, frequently requires standing, walking and sitting and occasionally requires using hands to finger, handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms, lifting and repetitive motions. 
• Work has standard vision requirements.  
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly. 
• Hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound.  
• Work requires preparing and analyzing written or computer data.  
• Work occasionally requires exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment.  

Special Requirements (if applicable)

• Thorough knowledge of speech/language diagnosis and therapy principles, practices and procedures.  
• Thorough knowledge of casework methods and procedures.  
• Thorough knowledge of local, state and federal resources, programs, procedures, laws, rules and regulations. 
• Skilled in the use of computer equipment.  
• Ability to conduct interviews, assessments and diagnosis effectively and analyze needs and problems objectively.  
• Ability to communicate ideas clearly and concisely, orally and in writing.  
• Ability to establish and maintain effective working relationships with children, students, parents, staff and administration and the general public.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

Performs difficult professional work locating, identifying and serving speech-language impaired students, preparing and maintaining student and program records, preparing reports, and related work as apparent or assigned. Work is performed under the general direction of the Executive Director of exceptional Children.

Qualifications and Licensure

• Must have a master's degree in Speech-Language Pathology
• Certificate of Clinical Competence from the American Speech-Language and Hearing Association, preferred
• Must have a G License from the NC Department of Public Instruction. 
• May have a license from the Board of Examiners for Speech-Language Pathologists and Audiologists 

Duties and Responsibilities 

• Organizes a program that addresses local school speech and language goals.
• Provides speech therapy services to exceptional children students.  
• Evaluates, screens and observes students. 
• Write evaluation reports, progress notes, and individualized education plans.
• Participates in individual education plan meetings with parents. 
• Plans appropriate therapy instructions. 
• Coordinates speech-language services with student services provided by other school personnel.
• Communicates with parents, teachers, administrators and coordinates therapy with the teachers and therapists. 
• Schedules meetings with parents. 
• Maintains records of the speech-language program and prepares periodic reports as required.
• Analyzes and interprets information to make recommendations regarding the need for speech-language services.
• Supervises undergraduate interns, professionals, volunteers and other professionals as needed.
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force. 
• Work regularly requires speaking or hearing, frequently requires standing, walking and sitting and occasionally requires using hands to finger, handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms, lifting and repetitive motions. 
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly.  
• Hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound. 
• Work requires preparing and analyzing written or computer data. 
• Work occasionally requires exposure to bloodborne pathogens and may be required to wear specialized personal protective equipment.

Special Requirements (if applicable)

• Thorough knowledge of speech/language diagnosis and therapy principles, practices and procedures.  
• Thorough knowledge of casework methods and procedures.  
• Thorough knowledge of local, state and federal resources, programs, procedures, laws, rules and regulations.  
• Skilled in the use of computer equipment.  
• Ability to conduct interviews, assessments and diagnosis effectively and analyze needs and problems objectively. 
• Ability to communicate ideas clearly and concisely, orally and in writing. 
• Ability to establish and maintain effective working relationships with children, students, parents, staff and administration and the general public.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work
The employee in this position coordinates evaluation schedules with Wilson County Schools 
staff and contacting agencies for psychological services.

Qualifications and Licensure

• Associate’s Degree, preferred
• Must be knowledgeable of the use of technology equipment such as laptop computers, camera, microphones, headsets, etc.
• Must be able to to maintain confidentiality

Duties and Responsibilities 

• Coordinates evaluation schedules with Wilson County Schools staff and contacting agencies for psychological services.
• Sets up the testing environment with the required technology (laptops, camera, microphones, headsets) in order to facilitate student evaluations.
• Supervises evaluation sessions between student and the clinician.
• Serves as liaison between contract clinician and Wilson County Schools staff.
• Manages and tracks testing materials.
• Maintains confidentiality.
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force.  
• Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.  
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word. 
• Hearing is required to perceive information at normal spoken word levels. 
• Work requires preparing and analyzing written or computer data.

Special Requirements (if applicable)

• Requires the ability to deal with people beyond giving and receiving instructions. 
• Must be adaptable to performing under minimal levels of stress and when confronted with persons acting under stress.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work
An employee in this position is responsible for supervising students during teletherapy sessions.  The employee also has the responsibility of setting up sessions and making sure technology is in working order.   

Qualifications and Licensure

• Associate’s Degree, preferred
• Experience working with elementary and middle school students, preferred
• Basic computer skills, required

Duties and Responsibilities 

• Supervises students during teletherapy sessions.
• Performs support duties such as preparing materials, keeping records, maintaining supplies and scheduling activities.
• Sets up technology for teletherapy sessions.
• Troubleshoots technology issues and/or contacts the Technology Department for assistance.
• Communicates with classroom teachers regarding student schedules and changes in schedules.
• Performs any other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• Work occasionally requires standing, walking, sitting, speaking or hearing, using hands to finger, handle or feel, reaching with hands and arms and pushing or pulling.  
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word. 
• Hearing is required to perceive information at normal spoken word levels.  
• Work requires observing general surroundings and activities.  
• Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. 
• Must be able to communicate effectively and efficiently in Standard English.  
• Requires the ability to deal with people beyond giving and receiving instructions. 
• Must be adaptable to performing under minimal levels of stress and when confronted with persons acting under stress.

Special Requirements (if applicable)

• Competence in English grammar, including syntax, spelling and punctuation. 
• Working knowledge of typical language development. 
• Strong interpersonal skills in relating to students and adults.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

The employee in this position is responsible for assisting Wilson County Schools staff, families and guests with matters involving the Exceptional Children’s Department.  This job also involves gathering and  managing a wide variety of records and budgets that are required.

Qualifications and Licensure

• Two year degree required in business or education related field of study
• Three years of experience in secretarial management and bookkeeping, preferred
• Or an equivalent combination of experience and education

Duties and Responsibilities 

• Operates office equipment, such as fax machines, copiers or phone systems and arrange for repairs when equipment malfunctions
• Use computers for various applications, such as database management or word processing.
• Makes copies of correspondence or other printed material.
• Sets up and manages paper or electronic filing systems, recording information, updating paperwork or maniatiang documents, such as attendance record, correspondence or other material.
• Creates, maintains, and enters information in databases.
• Answers telephones and gives information to callers, takes messages, or transfers calls to appropriate individuals.
• Greets visitors or callers and handles their or directs them to the appropriate persons according to their needs.
• Composes, yes, and distributes meeting notes, routine correspondence, or reports, such as presentations or expense, statistical, or monthly reports.
• Orders and dispenses supplies and materials.
• Prepare purchase orders and set up payment for billing invoices.
• Works closely with Human Resources and finance departments to ensure procedures and guidelines are followed.
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force; work regularly requires sitting, speaking or hearing, using hands to finger, handle or feel and repetitive motions and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.  
• Work has standard vision requirements.
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word.
• Hearing is required to perceive information at normal spoken word levels.  
• Work requires preparing and analyzing written or computer data.

Special Requirements (if applicable)

• Knowledge of general office procedures and ability to maintain accurate bookkeeping records.
• Ability to understand basic accounting, bookkeeping, financial, and mathematical computation principles.
• Excellent time management skills and ability to organize, prioritize and manage work assignments in an efficient manner and within established time frames.
• Operating knowledge of computer programs,including email word processing. spreadsheets, databases, and web-based technologies and platforms.
• Ability to maintain confidentiality.
• Ability to communicate effectively with a variety of audiences, orally and in writing, including electronic media.
• Ability to work collaboratively with others and facilitate groups to consensus.
• Must be dependable and prompt at all times.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

The employee in this position is responsible for gathering and managing a wide variety of

 records that are required in the Exceptional Children Program. Performs intermediate technical 

work maintaining an information resource, ensuring data consistency and integrity, collecting 

and reporting related information, working with users to design and create requested or

required reports or databases, participating in testing and implementation, and related work as

apparent or assigned. Work is performed under the general direction of the Executive Director 

of Exceptional Children.

Qualifications and Licensure

• Associates degree required in business or education related field of study
• At least three years of experience in database management spreadsheets, and collection and reporting of data, or
• An equivalent combination of experience and education

Duties and Responsibilities 

• Manages and coordinates ECATS at the State, Central Office and School level.
• Generates state level reports such as, but not limited to:
  • December/April Child Counts
  • Indicator 7, 11, 12 and 14
  • Federal Personnel Survey
  • Exit Count
• Verifies compliance of individual student records with State and Federal regulations.
• Provides technical assistance, guidance and training to teachers, related service staff and administrators on ECATS system.
• Coordinates records request for the district both sending and receiving.
• Manages documentation for new referrals, new EC student enrollments, students exiting the program and student withdrawals from the district.
• Manages district EC records for scanning and destruction.
• Maintains NC Medicaid Administrative Claiming (MAC) to include but not limited to:
  • Updates and manages PCG (MAC) calendar
  • Conducts Random Moment Time Study
  • Prepares Cost reporting Program
  • Updates the MAC Oversight Plan
  • Schedules quarterly meeting with staff and PCG
  • Monitors related services licensure and certifications
  • Files medical consent forms and Physician Authorization forms
  • Enrolls and updates student information
  • Prints reports as needed

• Collects and files electronic signatures

• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force.  
• Work regularly requires speaking or hearing, frequently requires standing, walking and sitting and occasionally requires using hands to finger, handle or feel, stooping, kneeling, crouching or crawling, reaching with hands and arms, lifting and repetitive motions. 
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word and conveying detailed or important instructions to others accurately, loudly or quickly. 
• Hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound. 
• Work requires preparing and analyzing written or computer data.

Special Requirements (if applicable)

• Considerable knowledge of data management, policies and procedures. 
• Thorough knowledge of district policies, processes and procedures.  
• Thorough knowledge of specific software types and reports used in a school system.
• Ability to communicate well with school personnel, parents, students, and central office staff while complying with the confidentiality requirements in local, state, and federal policies and status. 
• Ability to generate typical business correspondence exhibiting strong skills in vocabulary, grammar, and spelling. 
• Ability to follow oral and written instructions with little direct supervision; to sort and place items in proper sequence; to compare and compile written information carefully and accurately. 
• Ability to learn specialized software or equipment based on district need. 
• Ability to communicate effectively orally and in writing. 
• Ability to develop and maintain user manuals related to software systems supported.  
• Ability to generate applicable reports; ability to establish and maintain effective working relationships with staff, students, vendors and the general public. 

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

Presents a positive, proactive, and professional approach to the schools in which he/she 

works. The Program Coordinator will help support an environment with a focus on 

effective instruction and will establish a rapport and maintain constructive interaction 

with teachers, teams, and administrators.  This employee will assist EC teachers with 

challenging IEP meetings and reevaluations.

Qualifications and Licensure

• Master’s Degree, preferred
• Certification in Special Education
• Hours in special education law and or school administration, preferred
• Strong interpersonal and conferencing skills
• Experience with curriculum development
• Demonstrated ability to develop and deliver training to adult learners across multiple discipline and levels
• Knowledge of federal, state, and local mandates for Special Education requirements

Duties and Responsibilities 

• Assists EC teachers with challenging IEP Meetings and Reevaluations as needed.
• Conducts Initial referrals for eligibility including all evaluations, processes, and paperwork.
• Coordinates required evaluations for reevaluations.
• Conducts educational evaluations. 
• Assists Case Managers with EC paperwork processes until proficiency is reached by each Case Manager.
• Assist Case Managers with entering data until proficiency is reached in proper ECATS procedures.
• Assists Case Managers in timeline management to ensure compliant EC processes and paperwork.
• Guides EC teachers in the development of quality IEP goals and objectives for students with disabilities.
• Provides instructional coaching for EC intervention programs including progress monitoring and fidelity checks.
• Facilitates conversations between all school stakeholders regarding service delivery options for students with disabilities.
• Collaborates with school administrative teams to monitor discipline of all exceptional students.
• Attends and assists with presenting/conducting staff development in assigned schools as well as plan/execute in-school training.
• Plans, conducts, and coordinates in-service for all school staff.
• Coordinates related service providers with scheduling and location at school sites to deliver services.
• Attends staff development as directed by the Executive Director of Exceptional Children.
• Monitors EC teacher assistant placement and schedules.
• Monitors CIPP monitoring and data collection as assigned by the Executive Director of Exceptional Children.
• Designs and delivers training to administrators/teachers in providing feedback and instructional delivery.
• Assists administrators in supporting, training, and coaching teachers and staff in exceptional children’s programs.
• Assists schools in ways to integrate curriculum.
• Performs other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force.
• Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.  
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word.  
• Hearing is required to perceive information at normal spoken word levels. 
• Work requires preparing and analyzing written or computer data.

Special Requirements (if applicable)

• Knowledge of MTSS and Implementation practices. 
• Ability to plan and implement short and long range goals and objectives.
• Ability to work with collaborative teams.
• Knowledge of hands-on instructional strategies. 
• Knowledge of K-12 North Carolina Standard Course of Study. 
• Strong interpersonal skills and evidence of successful communication with adults, i.e. teachers, parents, administrators. 
• Knowledge of research-based programs and best practices. 
• Demonstrated leadership in school-based management.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

The employee in this job will monitor the status of referrals and reevaluations throughout the eligibility and placement stages and provide assistance to IEP teams as needed regarding referral, evaluation, reevaluation, eligibility placement, and IEP development. In addition, the employee will attend IEP meetings as needed. 

Qualifications and Licensure

• Certification in Special Education 
• Minimum teaching experience of 5 years
• Strong instructional background in K-12 pedagogy
• Master’s Degree, preferred
• Experience with serving on IEP teams, auditing folders, ECATS, CIPP, scheduling and staff development 

Duties and Responsibilities 

• Monitor the status of referrals and reevaluations throughout the eligibility and placement stages. 
• Provide assistance to IEP teams as needed regarding referral, evaluation, reevaluation, eligibility placement, and IEP development. Attend IEP meetings as needed. 
• Consult with teachers regarding exceptional children program procedures. 
• Consult with teachers regarding curriculum and instruction of students. 
• Consult with school psychologists regarding timelines for initial referrals and reevaluations. 
• Assist Executive Director writing and monitoring of yearly EC Grants (611, 619, PRC 29, Risk Pool, State Reserve). 
• Meets with administration to discuss strengths and any needed areas of improvement of the school, EC program, as well as offering support for the EC staff.
• Assists in the transfer of students from one program to that in another school.
• Consult with school psychologists regarding timelines for initial referrals and reevaluations. 
• Assists with the transferring of folders at the end of the school year.
• Monitors the status of annual review completion.
• Monitors compliance of exceptional Children’s folders.
• Consults with teachers regarding curriculum and instruction of students.
• Assists Executive Director with all DPI required reports.
• Monitors Indicator 11 reports regularly and assists with yearly reports.
• Provides feedback to local school administration on procedural compliance. 
• Provides staff development as needed to school staff.
• Maintains confidentiality of student information.
• Purges psychologists’ files at the end of each year.
• Performs other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force. 
• Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting.  
• Work has standard vision requirements.  
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word.  
• Hearing is required to perceive information at normal spoken word levels.  

Special Requirements (if applicable)

• Thorough knowledge of the principles, practices and procedures of special education and specialty areas. 
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. 
• Thorough knowledge of testing manuals.  
• Thorough knowledge of school regulations and procedures. 
• Ability to establish and maintain standards of behavior.  
• Ability to deliver articulate oral presentations and written reports. 
• Ability to operate standard office equipment and related hardware and software.  
• Ability to learn specialized software and equipment related to business needs. 
• Ability to establish and maintain effective working relationships with associates, students and parents.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.

Nature of Work

To provide students with appropriate virtual instruction in the academic subjects to help students fulfill their potential for intellectual, emotional, physica, and social growth.

Qualifications and Licensure

• Master’s Degree in Instructional Technology
• NC Teacher certification in Special Education
• Must possess a high level of knowledge and expertise in educating students with disabilities
• Must possess a high level of knowledge in technology as it relates to instruction

Duties and Responsibilities 

• Coordinates the development, implementation, and evaluation of virtual instruction for students with disabilities.
• Assists with determining when a virtual learning environment will benefit a student with an IEP who may be homebound or removed from their base school for other reasons.
• Develops and implements virtual instruction for homebound services for students with disabilities.
• Creates virtual classroom environments conducive to learning and appropriate for the physical, social, and emotional development of students receiving virtual instruction.
• Ensures monitoring of attendance and grades for all students receiving virtual instruction.
• Plans and ses appropriate instructional strategies, activities, and resources for virtual learning that reflect an understanding of the learning styles and needs of assigned students according to their IEP.
• Design accessible, digital instructional content for students with IEPs.
• Assists in gathering, analyzing, and interpreting data for students receiving virtual instruction.
• Assists in modifying existing instructional materials to be accessible for students with IREPs who are enrolled in the Wilson Academy of Virtual Education (WAVE).
• Provides virtual services to students with disabilities enrolled in WAVE.
• Assists EC teachers, by providing training and modeling, in providing virtual special education services when appropriate.
• Serves as case manager for WAVE students to develop appropriate virtual settings.
• Assists in reviewing applications submitted to WAVE from families of students with disabilities.
• Assists in identifying students with disabilities who qualify for homebound services and students with disabilities who have a high number of suspensions to see if they benefit from supplemental virtual instruction.
• Communicates with parents about student engagement and commitment.
• Communicates with students about engagement, performance, and reaching goals.
• Performs all other duties as assigned by the supervisor.

Physical Requirements (if applicable)

• This work requires the occasional exertion of up to 10 pounds of force. 
• Work regularly requires speaking or hearing, using hands to finger, handle or feel and repetitive motions, frequently requires sitting and occasionally requires standing, walking, stooping, kneeling, crouching or crawling, reaching with hands and arms, pushing or pulling and lifting. 
• Work has standard vision requirements. 
• Vocal communication is required for expressing or exchanging ideas by means of the spoken word. 
• Hearing is required to perceive information at normal spoken word levels.  

Special Requirements (if applicable)

• Must possess a high level of knowledge and expertise in educating students with disabilities.
• Must possess a knowledge of technology as it relates to instruction.
• Must possess excellent communication and interpersonal skills.
• Must have the ability to work with diverse groups.
• Must maintain confidentiality.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job.