2026-2027-Educational Diagnostician-IDEA B

Days per Year: 198 Min: $66,441 Mid: $80,049 Job Title: Educational Diagnostician (IDEA B) REPORTS TO: Coordinator-Assessment WAGE: Exempt PAY GRADE: AI 2 PRIMARY PURPOSE The Educational Diagnostician, under the direction of the Special Education Assessment Coordinator, is responsible for culturally-relevant, ethical evidence-based evaluation and assessment practices that align and support the district maintenance of compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress. The Educational Diagnostician must possess a clear understanding of the relationship between the development, implementation, monitoring and instructional impact of the Individualized Education Plan (IEP), the Full and Individualized Evaluation (FIE), supplementary aids/supports and related services for students receiving special education. They must actively possess, maintain and acquire current knowledge of federal and state assessment and evaluation practices surrounding special education eligibility. All employees of Spring ISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, demonstrate the ability to inspire, grow and motivate others, utilize feedback, drive for results, and champion the needs of our students, employees and district while driving continuous improvement. QUALIFICATIONS REQUIRED Master's degree from an accredited college or university Three years of classroom teaching Have and maintain a valid Texas Certification for Educational Diagnostician PREFERRED Recent field experience in culturally relevant diagnostics procedures, evaluation and report-writing for IDEA eligibility categories, specific to learning, cognition, adaptive skills and academic achievement National Certification of Educational Diagnostician Current evaluation knowledge of play-based assessments Experience in bilingual assessment Experience with dyslexia assessment Fluent in English and Spanish SPECIAL KNOWLEDGE/SKILLS: Knowledge of federal and state Child Find processes Knowledge of psychoeducational evaluation, assessment batteries Assess educational, learning styles and program needs of students referred to special education services Ability to actively organize, communicate and use interpersonal skills Ability to work with diverse populations Skilled and effective in collaboration with teachers and parents Ability to work well under pressure Knowledge of special needs of students specific to learning theories and human development Ability and commitment to continuing professional learning, receive professional feedback and respond to request Extensive knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum Use of technology- Google Suites, Microsoft Office and eStar/Frontline MAJOR RESPONSIBILITIES Must initiate and maintain a current log of assessment duties and progress. Must follow district-guidelines for informed consent practices, data-based decision-making with members from the ARD committee to determine evaluation needs in a timely manner. Must complete initial evaluations, report-writing and data entry processes by the state and federal timeline. Must complete reevaluation processes including a review of existing evaluation data within district timelines and by district standards. Must actively and professionally communicate with district staff, colleagues, parents and community. Ensure compliance with district expectations for timelines of evaluation processes Must participate in assessment/evaluation meetings, department meetings and other meetings as identified by the Assessment Coordinator and/or Director of Special Services- Assessment & Accountability and/or Executive Director of Special Services. Actively seek, maintain and implement current professional development in the areas of evaluation practices. Must engage in data-based decision-making while utilizing assessment methods for identifying strengths and needs; developing effective interventions, services, and programs: Actively participates as a multidisciplinary member of the Admission, Review, and Dismissal/Individual Educational Plan Committee for special education placement of and programming for students. Preparation of applicable IEP documents. Assesses referred students under IDEA to determine the factors influencing academic access as it relates to educational performance, cultural relevance, ethics, development of IEP, TEA disability conditions, board policy, legal standards within federal and state timelines. Inquires, seeks, gathers and distributes pertinent data from outside professionals, agencies for use of educational planning. Compile, maintain, and file all physical and computerized reports, records, and other documents required. Collects and interprets data in order to make recommendations to support student academic progress. Consult parents concerning the educational needs of students and interpretation of assessment data. Functions as an active ARD committee member to support parent, student and staff understanding and application of diagnostic criteria for the IEP. Interprets and applies appraisal and assessment data as it relates to the students performance. Clearly communicate assessment findings and recommendations to students, parents, teachers and staff. Assist and support the staff development for general and special education staff, administrators, parents, students and other related staff regarding related field areas. Assist in school-wide supports that promote learning. Conduct formal and informal observations of students for consultation and evaluation Provision of information/consultation for PLCs, and other applicable departmental meetings. Perform all TEA Audit Mandates as appropriate. Engage in assigned audits, mandates and TEA required processes, as appropriate. Participate in child referral teams, and community learning activities promoting culture and learning. Other duties as assigned WORKING CONDITIONS The usual and customary methods of performing the job's functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling , reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; support behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data, ability to be effective in both oral and written communication. Travel within the district as required.