2026-2027 SY Program Support Specialist PSS - 10-month POOL

Title:

Program Support Specialist -

10-month

Work Unit:

Exceptional Student Services Department/

Assigned School Site(s)

Reports To:

Exceptional Student Services Department Director(s)

Contract Length:

10 month

Pay Schedule:

Program Support Specialist - 10-month

(Level 2 OR Level 3)

Overtime Status:

Exempt

Hours:

8 hours per day

Union Status:

NEA

Licensure:

NMPED Pre K-12 Special Education Level 2 or Level 3

Note: All positions with Santa Fe Public Schools require a post-offer/pre-employment background check. Some positions have additional requirements as established by federal or state rules and regulations.

General Function:

Provides professional development, onsite coaching, and consultation to professional education staff, support staff, and related service providers in the areas of evidence-based practices to promote academic, behavioral, motor, adaptive, vocational, and social skills for students with Autism. Supports educational staff from PreK - transition and assists teams with identifying strategies and interventions, and provides implementation strategies. Researches and creates professional development for staff in evidence-based practices. Attends IEP meetings when appropriate. Participates in required Special Education professional development and meetings. Supports the Special Education Department, SFPS schools, and students in recognizing, understanding, and serving students with autism.

Education/Training/Experience:

Minimum: Level 2 Pre K-12 Special Education Teacher. Documented experience working with students with autism. Four years of successful teaching/leadership/training experience.

Preferred: Master's degree in special education or related area, preferred. Experience working with diverse populations. At least six years of experience working in public schools. Experience working in a school district with training, coaching, and consultation with professionals and paraprofessionals supporting students with autism.

Knowledge/Skills and Abilities:

Building relationships with school teams, parents, and students. Ability/skills to work on multi-disciplinary teams and engage in team-problem solving. Ability/skills to be a team leader and to build capacity among the team members . Understanding and the ability to train staff on evidence-based practices for students with Autism Spectrum Disorder. Keen observation skills that translate into technical assistance (suggestions, materials, training) for teaching staff. Consultation, professional development, coaching, and modeling for special education teachers, educational assistants, related service providers, general education teachers, and administrators who work with students with ASD. Knowledgeable of the autism evaluation process to determine educational eligibility and ability to interpret results to assist IEP teams during IEP meetings. Familiarity with a variety of learners, including those with and without special education identification. Experience working with a variety of learners in a variety of special education settings (for example, resource and self-contained) and with students from pre-K through transition. Ability to effectively manage performance responsibilities in a timely, organized manner. Understands, supports, and implements federal, state, and LEA (district) building policies and procedures. Able to build and maintain a schedule centered on building and student needs. Promotes positive public relations for the district, the building, and education settings. Demonstrates effective communication and collaboration skills with parents, students, other professionals, and service providers.

Essential Job Functions:

Performs all functions in accordance with established policies, procedures, safety and environmental regulations, facility and computer security policies and procedures. Functions are subject to change from time to time to meet the needs of the organization. Current essential functions include the following:

• Assist school personnel and parents in the development, implementation, and monitoring of education intervention plans for identified individuals with an IEP experiencing additional learning and/or behavior problems before additional evaluation(s).
• Assist general and special education teachers with instructional, environmental, and curriculum adjustments to accommodate the needs of identified individuals experiencing additional learning and/or behavior problems.
• Consults for schools in the identification of students with autism, including maintaining the least restrictive environment.
• Read and interpret individual assessments in academic and/or behavioral areas for individuals being considered for eligibility or re-evaluation of special education entitlement and needs, including ADOS (training can be provided).
• Assistance with each level of progression from one school level to the next is a major component of this job and starts with early intervention to preschool.
• Assist in interpreting the instructional implications of an Individual Education Program/Individual Family Service Plan and use a wide variety of techniques at an individual, group, and systems level to evaluate: Pre-academic/academic skills; learning aptitudes; social skills; functional behavior; learning environments and school climate; developmental skills; entitlement for special education.
• Assist in and monitor the implementation of all procedural and record requirements for entitled individuals receiving services, ensuring that services comply with federal and/or state regulations, and IEPs.
• Participate and assist teachers in the development and documentation of an individual's IEP to ensure appropriateness and compliance with components required by law, including the least restrictive environment.
• Recommend strategies and resources to meet the cultural diversity needs of students and families.
• Participate in initial IEPs for students qualifying for special education instructional services.
• Coordinate meetings, assist and/or participate in IEP/IFSP reviews, facilitate reevaluations and graduation/exit meetings as required by law to ensure appropriateness of educational goals and special education services.
• Assists district/buildings and/or early childhood and education settings in interpreting and implementing special education policy, procedures, and due process.
• Consultation, professional development, and coaching of teachers in autism classrooms
• Support inclusive practices for students with autism.
• Provide effective alternatives to teachers, parents, and administrators to enhance learning, instruction, and behavior for identified students with autism.
• Assist teachers in the improvement of instruction by providing suggestions for management techniques and instructional strategies, and evaluation in the areas of achievement and progress on individual goals.
• Assist special and general education teachers with instructional, environmental, and curricular accommodations and modifications to support individuals with IEPs in the least restrictive environment.
• Provide and/or support the professional development of general and special education teachers in the implementation of evidence/research-based, best practices for inclusion and instruction for students with IEPs.
• Assist with transition planning to increase post-secondary outcomes.
• Provide support for Assistive Technology for students with autism.
• Provide schools and classroom teachers with strategies to address disruptive behavior.
• Participate in summer autism training (2-week commitment).
• Collaborate with Program Support Specialists, pre-k to 12.
• Functions with leadership and flexibility in fulfilling their LEA responsibilities as a member of the education team.
• Implements additional functions based on building/district needs as assigned by the special education administrator.
• Supports the district in compliance and implementation of state and federal regulations, IDEA, and the New Mexico Administrative Code for Special Education.
• Assist the district/system in providing professional development activities and/or locating resources for:
• General education interventions for students with IEPs; special education interventions; data collection/progress monitoring/data-based decision-making; other current issues in their professional field; progression process (for students changing levels: elementary to middle school, etc.).
• Demonstrates habits and skills of continuous inquiry and learning.
• Works collaboratively to improve professional practice and student learning.
• Applies research, knowledge, and skills from professional development.
• Establishes and implements an individual professional development plan based upon the SFPS professionals' needs aligned with the district's needs assessment.
• Participates in district committees, resource teams, and projects as appropriate.
• Provides training in specific areas of expertise; is willing to develop expertise for training purposes.
• Maintain and improve professional skills and practice and assist with the provision of professional development opportunities for district staff/community providers and/or families in areas including: Teaching and learning strategies; classroom management techniques and individual interventions; working with individuals who have disabilities and/or other special needs; data collection and progress monitoring; inclusion; transition; Adult Learning Theory; working with other professionals, including parents.
• Performs other duties as assigned.

Salary Range:

$66,000+

Resources Used in Performing the Job Include (but are not limited to):

Standard office equipment and software platforms such as Microsoft Office and the Google Suite. Autism software and Apple software. Assistive Technology equipment.

Physical/Cognitive Requirements:

The work is primarily performed in an office or school setting. It requires the ability to communicate effectively using speech, vision, and hearing. The work requires the use of hands for simple grasping and fine manipulations, at times bending, squatting, and reaching. The ability to lift, carry, and push up to 40 pounds. Frequent trips by automobile to school sites and departments are required. Must possess and maintain a valid driver's license and private transportation.

Environmental Conditions:

Must have the ability to sit at a desk or computer for long periods during the day. Frequent travel between schools and offices. Varied environmental noise levels - when visiting a building, the noise level may be loud, in an office, quiet, and at meetings, moderate. Extensive use of telephones and virtual/in-person meetings. Frequent interruptions.

Personal Accountability:

• Demonstrates reliability as evidenced by attendance records and punctuality.
• Properly notifies supervisor and/or designee of absences or tardiness.
• Begins and completes work within the allotted time.
• Consistently appears in attire appropriate to the work environment.
• Demonstrates skill in the use of equipment, including its capabilities, limitations, and appropriate/special applications
• Protects the district's resources through appropriate and careful use of supplies and equipment.
• Utilizes appropriate body mechanics to aid in the prevention of muscle strain/injury.

Santa Fe Public Schools does not discriminate based on race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity or expression, marital status, pregnancy, disability, age, veteran status, medical/genetic information, or any other characteristic protected by law.