STAFF RESPONSIBILITIES
Director of Pupil Personnel Services
The director is responsible for overall leadership and management of special education services. The director collects and provides data to assure effective, ongoing program development and evaluation. This includes the management of budgets, personnel, programs, and monitoring for compliance with state and federal mandates. The director is responsible for the direct evaluation of special education staff and related services personnel. The director works cooperatively with building and other administrators to coordinate special education services with other district programs. The director serves as district liaison to various community and agency committees.
Building Administrators (Principals and Assistant Principals)
The building administrator provides leadership and support to staff in the implementation of all educational programs. The principal is responsible for the full range of activities necessary to meet the needs of all students in the school. This includes being knowledgeable of rules and regulations that affect students with disabilities (e.g., discipline of special education students. In addition, the principal ensures that the building special education team functions to meet the needs of all students. The principal participates in the selection and assignment of special education staff and is responsible for the supervision and evaluation of special education staff. The building administrator also keeps the special services administrator apprised of building needs and issues and participates in planning, creating, and implementing the delivery of services to all students in the school. The building principal fulfills the role of LEA representation at IEP meetings.
Special Education Teachers
Special education teachers have case management responsibility for supporting and monitoring all students with disabilities who are assigned to them. They provide direct instructional services to students and provide support to general education staff when the student is in the general education classroom. They plan, manage, and teach instructional content and are responsible for writing IEP's for students, as well as planning and managing their students' IEP meetings. In addition, the special education teacher is responsible for follow up and evaluating or monitoring the IEP goals and objectives. The special education teacher serves as a resource for other teachers in the building, and fulfills the role of LEA representative at IEP meetings.
Early Childhood Coordinator
Early childhood coordinator facilitates and oversees the transition process for young children from early intervention (Part C) to Barrington's special education services (Part B). Responsibilities include administration of Teaching Strategies Gold, collaborating with special education director to obtain Bright Start rating, serving as LEA/member of preschool evaluation team and serves as a liaison between RIDE and the special education director.
Child Outreach Coordinator
Child outreach coordinator has the responsibility of coordinating and carrying out the developmental screening of children between the ages of 3 and 5. The coordinator accomplishes this with the assistance of volunteers. Additional responsibilities include updating screening results into the KIDSNET data base and serving a liaison between RIDE and the special education director.
Evaluation Team Leaders
The evaluation team chair is responsible for facilitating evaluation team meetings ensuring compliance with IDEA and RI Special Education Regulations. The evaluation team leader is responsible for completing all documentation required by law.
General Education Teachers
The general education teacher is responsible for the progress of all students placed in his or her classroom. A general education teacher must be a member of the IEP team. The general education teacher will be working with the student if the student should receive instruction in the general education program. The teacher may also serve on building teams and collaborate with staff to develop and implement interventions designed to meet the special needs of individual students.
Teacher Assistants
Paraeducators are in integral aspect of all special education programs. They provide direct classroom and individual student support at the preschool, elementary, and secondary levels. They work as team members with certified staff and provide direct instructional practice under the supervision of special education teachers.
Occupational Therapists, Physical Therapists, Adaptive Physical Education Teachers
These specialists provide services to facilitate the development of fine and gross motor skills enabling students to gain benefit from their educational program. They evaluate students, develop and implement program interventions, and make recommendations. They are a member of the school's Evaluation Team and IEP teams.
School Nurses
Nurses oversee health screening, wellness education, development of care plans, and compliance with all state laws pertaining to school health and immunization standards. They are providers of medical service and may serve as members of the special education team, and serve as liaison among school, family, community, and medical practitioners.
School Psychologists
School psychologists provide support for teachers, support staff, administration, students, and especially parents. They are responsible for the evaluation of students who may have special needs. They provide individual, small group and classroom interventions and also are active members of special education teams and building student support teams.
School Social Workers
School Social Workers provide support for teachers, support staff, administration, students, and especially parents. They are responsible for the evaluation of students who may have special needs. They provide individual, small group and classroom interventions and also are active members of special education teams and building student support teams.
Speech/Language Pathologists (SLPS)
These specialists work with students throughout the district to evaluate student needs and provide services in the areas of language, articulation, voice and fluency, and communication. They evaluate students, develop IEP goals and objectives, and implement interventions in their area of specialty.
District Autism Coach
This specialist works with staff to provide coaching and consultation around supporting our students with Autism using evidence-based practices.
Assistive Technology Coordinators
These specialist work with staff and students to provide assessment, consultation and training on the use of assistive technology to support our students in accessing general education.
The director is responsible for overall leadership and management of special education services. The director collects and provides data to assure effective, ongoing program development and evaluation. This includes the management of budgets, personnel, programs, and monitoring for compliance with state and federal mandates. The director is responsible for the direct evaluation of special education staff and related services personnel. The director works cooperatively with building and other administrators to coordinate special education services with other district programs. The director serves as district liaison to various community and agency committees.
Building Administrators (Principals and Assistant Principals)
The building administrator provides leadership and support to staff in the implementation of all educational programs. The principal is responsible for the full range of activities necessary to meet the needs of all students in the school. This includes being knowledgeable of rules and regulations that affect students with disabilities (e.g., discipline of special education students. In addition, the principal ensures that the building special education team functions to meet the needs of all students. The principal participates in the selection and assignment of special education staff and is responsible for the supervision and evaluation of special education staff. The building administrator also keeps the special services administrator apprised of building needs and issues and participates in planning, creating, and implementing the delivery of services to all students in the school. The building principal fulfills the role of LEA representation at IEP meetings.
Special Education Teachers
Special education teachers have case management responsibility for supporting and monitoring all students with disabilities who are assigned to them. They provide direct instructional services to students and provide support to general education staff when the student is in the general education classroom. They plan, manage, and teach instructional content and are responsible for writing IEP's for students, as well as planning and managing their students' IEP meetings. In addition, the special education teacher is responsible for follow up and evaluating or monitoring the IEP goals and objectives. The special education teacher serves as a resource for other teachers in the building, and fulfills the role of LEA representative at IEP meetings.
Early Childhood Coordinator
Early childhood coordinator facilitates and oversees the transition process for young children from early intervention (Part C) to Barrington's special education services (Part B). Responsibilities include administration of Teaching Strategies Gold, collaborating with special education director to obtain Bright Start rating, serving as LEA/member of preschool evaluation team and serves as a liaison between RIDE and the special education director.
Child Outreach Coordinator
Child outreach coordinator has the responsibility of coordinating and carrying out the developmental screening of children between the ages of 3 and 5. The coordinator accomplishes this with the assistance of volunteers. Additional responsibilities include updating screening results into the KIDSNET data base and serving a liaison between RIDE and the special education director.
Evaluation Team Leaders
The evaluation team chair is responsible for facilitating evaluation team meetings ensuring compliance with IDEA and RI Special Education Regulations. The evaluation team leader is responsible for completing all documentation required by law.
General Education Teachers
The general education teacher is responsible for the progress of all students placed in his or her classroom. A general education teacher must be a member of the IEP team. The general education teacher will be working with the student if the student should receive instruction in the general education program. The teacher may also serve on building teams and collaborate with staff to develop and implement interventions designed to meet the special needs of individual students.
Teacher Assistants
Paraeducators are in integral aspect of all special education programs. They provide direct classroom and individual student support at the preschool, elementary, and secondary levels. They work as team members with certified staff and provide direct instructional practice under the supervision of special education teachers.
Occupational Therapists, Physical Therapists, Adaptive Physical Education Teachers
These specialists provide services to facilitate the development of fine and gross motor skills enabling students to gain benefit from their educational program. They evaluate students, develop and implement program interventions, and make recommendations. They are a member of the school's Evaluation Team and IEP teams.
School Nurses
Nurses oversee health screening, wellness education, development of care plans, and compliance with all state laws pertaining to school health and immunization standards. They are providers of medical service and may serve as members of the special education team, and serve as liaison among school, family, community, and medical practitioners.
School Psychologists
School psychologists provide support for teachers, support staff, administration, students, and especially parents. They are responsible for the evaluation of students who may have special needs. They provide individual, small group and classroom interventions and also are active members of special education teams and building student support teams.
School Social Workers
School Social Workers provide support for teachers, support staff, administration, students, and especially parents. They are responsible for the evaluation of students who may have special needs. They provide individual, small group and classroom interventions and also are active members of special education teams and building student support teams.
Speech/Language Pathologists (SLPS)
These specialists work with students throughout the district to evaluate student needs and provide services in the areas of language, articulation, voice and fluency, and communication. They evaluate students, develop IEP goals and objectives, and implement interventions in their area of specialty.
District Autism Coach
This specialist works with staff to provide coaching and consultation around supporting our students with Autism using evidence-based practices.
Assistive Technology Coordinators
These specialist work with staff and students to provide assessment, consultation and training on the use of assistive technology to support our students in accessing general education.
