Purpose Statement

The job of SELPA Support Services Consultant is done for the purpose of observing, consulting with, and assisting special education staff at the program, school and district level.  The Consultant will plan programs, coordinate curricular resources and evaluate effectiveness of programs for individuals with exceptional needs; participate in staff and program development related to the special methods and approaches of providing special education services; and provide responsible and complex staff assistance as required.  District program staff rely on the SELPA Support Services Consultant to provide training, consultation, and educational services to students within specific areas of specialization within mild-to-moderate and moderate-to-severe disabilities.

The job reports to the SELPA Executive Director.

Essential Functions and Responsibilities

Essential Duties:

• Recommend and assist in the implementation of goals, objectives, and strategic plan; establish schedules and methods for providing specialized services; implement policies and procedures.

• Coordinate, organize, and plan educational programs, trainings and support for programs, schools and districts in Shasta County.

• Provide ongoing consultation and guidance on the use of new and innovative methods, strategies, and materials which enhance the education progress of special education students; consult with teachers, administrators, and parents regarding the operational aspects of a special education program.

• Assist students, parents, teachers, and other staff in solving school­ related problems and coordinating instructional programs between home and school.

• Provide ongoing consultation in behavior management techniques, data collection and procedures including functional behavioral analysis and positive behavior support.

• Assist in the development of challenging Individualized Education Programs (IEPs) which include annual goals and short-term objectives for students with exceptional needs; assist special education staff in coordinating appropriate curricular resources to ensure IEP objectives are met in an organized and sequential manner. 

• Serve as a resource and liaison to IEP teams regarding placement considerations in unique and difficult cases, to mediate and resolve conflicts in a positive manner.

• Participate in the coordination of assessments conducted by various professionals within the school and community.

• Assist teachers and other professional staff in the development of evidence-based instructional strategies and implementation of best practices in working with students with exceptional needs.

• Assist teachers and administrators preparing for annual or requested compliance reviews; participate in program reviews as necessary, in unique or difficult situations.

• Provide resources and support to districts and families in the area of transition.

• Respond to emergency situations involving students and student behavior.

• As needed, represent the Shasta County SELPA programs at meetings with districts, counties, and state organizations.

Other Functions:

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including utilizing pertinent software applications; planning and managing projects and programs; overseeing program financial activities; preparing and maintaining accurate records; administering personnel policies and procedures; program evaluation and assessment techniques; grant development; analyzing budgets; analyzing data; applying curriculum and instructional techniques; classifying data and/or information; comparing results; conducting meetings; and facilitating meetings.

KNOWLEDGE is required to perform algebra and/or geometry; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and solve practical problems.  Specific knowledge based competencies required to satisfactorily perform the functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel processes; standard business practices, adult learning theory, approved curriculum and instruction materials; business telephone etiquette; codes/laws/rules/regulations/policies; concepts of grammar and punctuation; grammar, spelling and punctuation; knowledge of community resources; practicing cultural competency while working collaboratively with diverse groups and individuals; and principles of negotiation/arbitration.

ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining effective working relationships; meeting deadlines and schedules; setting priorities; working with multiple projects; frequent interruptions and changing work priorities; working with detailed information/data and maintaining accurate records; maintaining confidentiality; facilitating communication between persons with frequently divergent positions; and working as part of a team.

Responsibility

Responsibilities include: working independently under broad organizational guidelines to achieve unit objectives; directing other persons within a small work unit; monitoring budget expenditures.  Utilization of resources from other work units is often required to perform the job’s functions.  There is a continual opportunity to impact the organization’s services.

WORKING ENVIRONMENT:

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling,  and significant fine finger dexterity. Generally the job requires 50% sitting, 25% walking, and 25% standing.  This job is performed in a generally clean, healthy and fast-paced intense environment.

Employees in this classification travel countywide to a variety of sites within a reasonable time frame. 

Experience: Job related experience with increasing levels of responsibility is required.

Education: Master’s degree in related special education field. Administrative credential preferred.

Equivalency: Any combination equivalent to: bachelor’s degree from an accredited college or university with major course work in special education and three (3) years of educational experience including at least two (2) years of experience working with special education or related programs or as a Board Certified Behavior Analyst (BCBA) or clinician or specialist.

The stated education and experience requirements are the preferred minimum qualifications for this job.   However, relevant experience to substitute for the education requirement and relevant education, certificates and/or licenses to substitute for the experience requirement may be allowed.

FLSA Status Approval Date Salary Range

Exempt  24