Director Of Special Services

Job Description: Director of Special Services

Position Summary:

The Director of Special Services is responsible for special services (including but not limited to English Language Learning Section 504 Homebound) and overall planning development implementation supervision and evaluation of all special education programs and services in the district. This role ensures that every eligible student with a disability receives a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) as mandated by federal and state law. The Director serves as a key liaison between the district families intermediate school districts (ISDs) and state agencies.

Qualifications and Requirements:

1. Education and Certification:

• Masters Degree from an accredited college or university in Special Education Educational Leadership or a closely related field.
• Valid Michigan Teaching Certificate with a Special Education Endorsement (or ability to obtain) preferred.
• Three to five years of classroom teaching experience required.
• Valid Michigan Administrator Certificate and Michigan Department of Education (MDE) Approval as a Director of Special Education (or eligibility for temporary approval).

1. Experience:

• Minimum of five (5) years of successful experience in special education and/or general education including teaching and/or related service provision.
• Minimum of three (3) years of successful administrative or supervisory experience in special education at the district level demonstrating increasing levels of responsibility. In-depth knowledge and proven experience in interpreting and applying the Individuals with Disabilities Education Act (IDEA) and the Michigan Administrative Rules for Special Education (MARSE).
• Demonstrated success in program development implementation and evaluation.

1. Knowledge Skills and Abilities:

• Comprehensive knowledge of federal and state special education laws regulations and policies (IDEA MARSE Section 504).
• Strong understanding of current instructional methodologies evidence-based practices and assessment strategies for students with disabilities across various disability categories.
• Proven leadership skills with the ability to inspire motivate and manage a diverse team of professionals.
• Excellent written and verbal communication skills including the ability to communicate effectively with diverse stakeholders (parents staff community members state officials).
• Strong organizational skills and the ability to manage multiple priorities projects and deadlines.
• Demonstrated ability to analyze and interpret data to inform decision-making and drive program improvement.
• Proficiency in using technology for data management communication and reporting (e.g. student information systems IEP management software Google Microsoft Office Suite).
• Ability to build strong trusting relationships and foster a collaborative environment.
• High level of discretion integrity and ethical conduct.
• Familiarity with current educational research and the ability to translate it into practice.
• Ability to facilitate meetings and problem-solve effectively.
• A growth mindset openness to risk-taking and commitment to continuous learning.

1. Physical Requirements:

• Ability to sit stand walk and move about the district as needed.
• Ability to lift up to 25 pounds occasionally.
• Manual dexterity to operate computers and other office equipment.

Essential Duties and Responsibilities

1. Program Leadership and Oversight:

• Provide visionary leadership for the districts special education programs aligning them with the districts overall educational goals and mission.
• Serve on the District Teaching & Learning Team consisting of the Directors of Technology Curriculum and Finance; the Deputy Superintendent; and the Superintendent.
• Develop implement and monitor comprehensive special education programs and services that meet the diverse needs of students with disabilities across all disability categories defined by the Michigan Administrative Rules for Special Education (MARSE).
• Ensure that all students with disabilities have meaningful access to the general education curriculum and participate in age-appropriate activities to the maximum extent appropriate.
• Support the implementation of Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) as they relate to special education services.
• Collaborate with building principals and general education staff to promote inclusive practices and create a supportive learning environment for all students.
• Oversee the scheduling of all special education required meetings and the assignment of staff caseloads to ensure compliance and effective service delivery.
• Identify professional learning needs and coordinate relevant high-quality professional development opportunities for all special education and general education staff on topics such as specially designed instruction IEP development behavior management and current research-based practices.

1. Compliance and Legal Responsibilities (IDEA & MARSE):

• Ensure strict adherence to all provisions of the Individuals with Disabilities Education Act (IDEA) and the Michigan Administrative Rules for Special Education (MARSE) including but not limited to:
  • Child Find: Oversee procedures for identifying locating and evaluating all children with disabilities residing within the districts boundaries from birth through age 26.
  • Appropriate Evaluation: Ensure that all initial evaluations and re-evaluations are comprehensive non-discriminatory conducted by trained and knowledgeable personnel and completed within the required timelines (e.g. 60 calendar days of parental consent) utilizing a variety of technically sound instruments and methods as per IDEA and MARSE.
  • Individualized Education Programs (IEPs): Provide guidance and training to staff on the development review and revision of legally compliant data-driven and student-centered IEPs that include measurable annual goals present levels of performance and appropriate services and accommodations designed to enable students to make meaningful progress in the general education curriculum and functional performance. Ensure parental and student participation in all IEP decisions.
  • Least Restrictive Environment (LRE): Ensure that students with disabilities are educated with their non-disabled peers to the maximum extent appropriate and that any placement outside the general education classroom is justified by the students individual disability-related needs.
  • Procedural Safeguards: Ensure that parents are fully informed of their procedural safeguards including the right to notice access to records independent educational evaluations mediation state complaints and due process hearings. Manage and facilitate dispute resolution processes.
  • Transition Services: Ensure the provision of appropriate transition planning and services for students starting by age 14 to prepare them for post-secondary education employment and independent living. Collaborate with outside agencies for work-based learning and pre-employment skills.
  • Data Collection and Reporting: Oversee the collection maintenance and submission of accurate special education data to the Michigan Department of Education (MDE) through systems like Catamaran and the Michigan Student Data System (MSDS) ensuring compliance with state and federal reporting requirements.
  • Due Process and Complaints: Manage and respond to state complaints mediations and due process hearing requests in a timely and compliant manner.
  • Section 504: Oversee the districts compliance with Section 504 of the Rehabilitation Act of 1973 ensuring appropriate accommodations for eligible students.

1. Staff Supervision and Support:

• Recruit hire train supervise and evaluate special education staff including teachers related service providers and support personnel in collaboration with building principals.
• Foster a collaborative and supportive work environment for special education staff promoting professional growth and continuous improvement.
• Provide ongoing coaching mentoring and direct support to special education staff on best practices instructional strategies and compliance with special education law.
• Develop and deliver effective staff training on special education policies procedures and instructional methodologies.

1. Fiscal Management:

• Assist in developing and monitoring the special education budget including state and federal grants ensuring fiscal efficiency and compliance with all funding regulations (e.g. Maintenance of Effort).
• Direct the Medicaid Administrative Claiming process and direct billing of Medicaid-eligible special education services.

1. Communication and Collaboration:

• Establish and maintain strong collaborative relationships with students parents guardians district administrators general education staff intermediate school district (ISD) personnel and community agencies.
• Act as a primary point of contact and liaison for all special education matters facilitating effective communication and problem-solving.
• Prepare and present reports to the Superintendent and Board of Education on special education programs services and policy matters.
• Promote communication and collaboration between all stakeholders as well as Early On/Preschool (sending) or high schools (receiving) programs.
• Coordinate with the assessment department to ensure accurate College Board accommodations and correct reporting of alternative assessments.

1. Other Responsibilities:

• Remain current on all changes and updates to federal and state special education laws regulations and best practices.
• Oversee the provision of home instruction for homebound or hospitalized students.
• Arrange for transportation of special education students as required.
• Maintain accurate digital and/or paper files for all special education students.
• Perform other duties as assigned by the Superintendent.

Terms:

• The Director of Special Education follows the Administrative Personnel Agreement and is evaluated by the Superintendent.

Required Experience:

Director