Support Personnel
    Behavioral Specialist:
    The role of the Behavior Specialist is to provide support to educational staff through both consultative services and educational training opportunities.  The Behavioral Specialist is available to assist staff with the Functional Behavioral Assessment Process, the development and implementation of targeted behavioral interventions and school-wide utilization of effective behavioral management strategies. 
    Deaf and Hard of Hearing Itinerant Teacher:
    The role of the itinerant teacher of the Deaf and Hard of Hearing is to provide both direct and consultative services to students who exhibit documented hearing loss.  Services are provided for students who are in regular or special education placement within the school district. Support for students and staff for hearing aid maintenance, FM systems, sign language training and staff orientations are provided as needed. 
    Occupational/Physical Therapist:
    The role of the Occupational/Physical Therapist is to address functional performance challenges in school. The therapists collaborate with teachers, parents and the other educational professionals to identify causes for the student’s fine or gross motor functional challenges in school. The Occupational/Physical Therapist provides screening and/or evaluation to be determined either through the Instructional Support Team (IST) or Evaluation process. The Occupational/Physical Therapist also provides consultation, monitoring, direct treatment and/or training for those students.
    School Psychologist:
    The role of the School Psychologist includes serving as a diagnostician for purposes of providing assistance to teachers, guidance counselors, parents and other professionals in understanding and providing for the social, emotional and intellectual needs of children. They also assist in the development of psychological and educational strategies to improve learning. A school psychologist may become involved in providing individual or continuous counseling. Psychological testing for the purpose of special education identification is completed by the School Psychologist.

    District Social Worker:

    The role of the District Social Worker is to assist eligible students in resolving personal, social and/or emotional problems that interfere with their adjustment to school and their capacity to enjoy and experience the fullest benefits of the educational process. Services may be provided to parents or guardians of eligible students to increase their knowledge and utilization of community resources. The District Social Worker can facilitate the referral of exceptional students to outside agencies. The responsibility of tracking all students who are hospitalized or residentially placed for mental health and/or drug and alcohol issues, students placed in foster care and court ordered placements is also part of the District Social Worker’s role. The District Social Worker may make contacts and gather pertinent information to provide strategies and resources for improved adjustment, through home and school visitation and serving as the liaison between the school district and community agencies.

    Speech and Language Pathologist:

    The role of the Speech and Language Pathologist is to provide speech and language services to identified students who have articulation or communication problems. Screenings and consultation services may be provided through the Instructional Support Team (IST) process for those students who may have articulation and communication difficulties. Testing is also available through the Evaluation Process to determine if special education services for speech language therapy are needed.
    Vision Support Teacher:
    The role of the Vision Support Teacher is to provide both direct and consultative services to students who exhibit documented visual impairment. This will also include specialized visual materials and textbooks. Referrals for screenings and educational evaluations will be conducted by Vision Support Staff and will result in a report offering educational recommendations and/or specially designed instruction.
    Work Experience/Community-Based Facilitator:
    The role of the Work Experience/Community-Based Facilitator is to function as a transition facilitator in Special Education Programs. The Work Experience/Community-Based Facilitator initiates and collects necessary paperwork for employment and provides suitable employment placement for students based upon student interest and potential skill development. The Work Experience/Community-Based Facilitator schedules and accompanies students to job interviews and assigns a job coach to work with the student in initial days/weeks of employment. The Work Experience/Community-Based Facilitator monitors student work site performance and assists employers with quarterly student evaluations, which will translate into quarterly report card grades.
Last Modified on August 5, 2019