Coordinator of Section 504 and School Psychology

POSITION TITLE: Coordinator of Section 504 and School Psychology
DEPARTMENT: Student Support Services Division
REPORTS TO: Executive Director of Whole Child Support and School Climate
FLSA STATUS: Exempt
WORK SCHEDULE: 225 days
DATE REVIEWED: 11/2025

TERMS OF EMPLOYMENT: The Board of Education upon recommendation of the Superintendent of Schools shall appoint this position for an annual period of service of days indicated above.

PRIMARY FUNCTION:Works in an instructional support capacity to provide professional learning technical guidance and best practice resources and materials in the areas of School Psychology and compliance and implementation of Section 504 of the Rehabilitation Act of 1973. Serves as the primary District level contact for Section 504 programming as well as functions as the liaison between the Student Support Services Division which includes Psychological Services and the Special Education Department for compliance and due process issues related to students with impairments and disabilities.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Completes all tasks and ensures that all processes and procedures are in compliance with relevant federal and state laws rules and regulations and district policies practices and regulations

• Remains aware of current trends issues and best practices around the development implementation and monitoring of 504 plans as well as educational evaluations

• Facilitates and supports various teams across the District including but not limited to Section 504 Teams Special Education Eligibility Teams and IEP Teams (in the effective use of research-based instructional practices that support the development of a students language literacy mathematical and behavioral knowledge and concept development)

• Provides training and support on effective use of school-based intervention teams including collaboration communication and building team cohesion (administrators teachers counselors SELTs school psychologists etc.)

• Works collaboratively with administrators parents staff and other department leaders to solve challenging situations involving students with impairments or disabilities at the earliest stage possible

• Maintains regular communication with special education staff local school personnel and parents regarding the referral evaluation identification and effective programming for students with disabilities

• Conducts professional development for school personnel parents and central office staff on compliant practices for Section 504 Child Find Educational Evaluations and Eligibility for support services

• Collaborates with school Section 504 teams to develop appropriate and effective 504 plans

• Ensures best practices are in place for documenting implementing and monitoring 504 accommodations

• Confers with and supports school psychologists school-based 504 chairs and school counselors in their collaborative efforts to implement and monitor Section 504 plans Special Education Eligibility Reports and timelines and Psychological reports.

• Oversees Section 504 and Psychology resources budget and purchasing processes

• Works collaboratively with all district staff to ensure the validity of any progress monitoring tools

• Monitors schools to ensure the distribution of Section 504 plan accommodations to all teachers and administrators and obtains a signature for receipt of the plan documentation

• Provides Section 504 plan monitoring updates on a schedule

• Provides observations and coaching to assist teachers and others in implementing Section 504 plan accommodations with fidelity

• Serves as a daily resource to district administrators building level teams parents and community members regarding Section 504/ADA Special Education Eligibility and Psychological Evaluations

• Monitors and coordinates with schools to ensure the scheduling of comprehensive annual reviews of each Section 504 student plan

• Ensures that Section 504 plans move with the student to the next level or next school

• Coordinates Assistive Technology services and tools for students with Section 504 Plans.

• Coordinates Occupational Therapy services for students with Section 504 Plans.

• Facilitates the development of behavior intervention plans (BIPs) for 504 eligible students who demonstrate chronic behavior challenges

• Provides guidance and support for the effective use of behavioral evidence-based practices support tools and strategies

• Consults with and assists Special Education Teams with FBAs and BIPs as requested by the Special Education Director.

• Coordinates with district staff to advise school administrators regarding discipline issues and procedures for students with disabilities including IEPs and Section 504 eligible students being considered for suspension

• Collaborate with district staff responsible for the delivery of hospital/homebound services to ensure students with Section 504 plans and IEPs receive required services when appropriate and needed

• Effectively utilizes and analyzes data related to individual students groups of students and classrooms to positively impact achievement and behavior;

• Regularly reviews student achievement data as an evaluative component of the effectiveness of 504 plans

• Assists directors and school-based administrators by providing appropriate data to be used in the evaluation of staff who serve students with 504 accommodations

• Monitors evaluation timelines to ensure adherence to State and Federal regulations.

• Monitors District Indicators 11 and 12 (initial 60 evaluation timelines) for students evaluated for Special Education. Ensures timeline requirements are met.

• Completes reporting to the state in collaboration with the Special Education Director.

• Monitors and ensures special education re-evaluations are completed in a timely manner and within district guidance/procedures.

• May conduct evaluations under IDEA to determine special education eligibility for unique situations.

• Attends Child Find meetings at private schools in conjunction with MTSS staff. Assigns private school evaluations to the psychology team.

• Assigns and monitors psychologists caseloads.

• Manages psychologist testing supplies/protocols

• In collaboration with the district staff reviews processes and responds to requests for Psycho-Educational Independent Educational Evaluations (IEEs).

• Consults with local school staff and coordinates/conducts discipline review/manifestation determination (MDR) meetings for students with disabilities and/or those suspected of having disabilities. May attend and/or facilitate MDR meetings.

• Supports the Office for Civil Rights (OCR) complaint resolution and corrective action plan implementation and may serve as the districts liaison

• Ensures that the 504 Team adheres to multiple legal requirements in order to protect the legal integrity of the system and students

• Maintains records and data for the purpose of complying with Federal State and Local mandated reporting requirements

• Supports division efforts around social-emotional learning school safety/threat assessment behavior intervention and mental health best practices

• Serves on the district Whole Child team activities and coordinated efforts including the elimination of disproportionality in Identification and Discipline

• Other duties as assigned

SUPERVISORY RESPONSIBILITIES: Supervises School Psychologists. Manages day-to-day tasks through indirect reporting relationships and a matrix management approach. Interacts with administrators teachers students counselors psychologists and parents both directly and indirectly.

QUALIFICATION REQUIREMENTS: To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

CORE COMPETENCIES:

• Decision Quality

• Managing and measuring work

• Building effective teams

• Functional and technical skills

• Critical Thinking

• Exceptional Organizational Skills

• Superior oral and written communication skills

REQUIRED EDUCATION and/or EXPERIENCE:

• A Masters Degree in School Psychology

• A valid in-field certification issued by the GaPSC

• A working knowledge and understanding of Georgia Public Education rules regulations and laws

• 5 years of direct work experience in the development implementation and monitoring of Section 504 plans and Special Education evaluations/eligibility

• In-depth knowledge of IDEA and federal requirements for Special Education evaluations and eligibility

• Prior leadership experience at a school district or state level

PREFERRED EDUCATION and/or EXPERIENCE:

• A specialist-level degree or higher in School Psychology or Special Education

• 3 years of prior leadership experience at a school district or state level

EVALUATION:

Performance of this job shall be evaluated annually in accordance with the provisions of the boards policy on evaluation of certified personnel.