Special Education Coordinator

Primary Purpose:

Provide leadership in the development implementation and monitoring of IEPs evaluation processes and Child Find initiatives. This role aims to promote the academic and functional success of students with disabilities by supporting educators administrators and families in creating inclusive educational environments and ensuring the provision of FAPE in the LRE.

Qualifications:

Education and Certification

• Masters degree in education
• Valid Texas teaching certificate issued by State Board for Educator Certification
• Special Education certification
• Administrative certification (preferred)

Experience

• Five (5) years as a special education teacher (preferred)
• Three (3) years of leadership experience (preferred)
• Demonstration of leadership and collaboration with other district supervisory personnel
• Experience providing professional development to adult-learners

Knowledge and Skills

• Comprehensive knowledge of federal and state laws governing special education including IDEA Section 504 and Texas Education Code.
• Experience developing implementing and monitoring Individualized Education Programs (IEPs) to ensure compliance and effectiveness.
• Proven ability to manage the Full and Individual Evaluation (FIE) process including timelines and procedures in alignment with state regulations.
• Hands-on experience conducting or overseeing eligibility determinations for special education services.
• Previous supervisory or leadership experience in a special education setting including supporting educators and paraprofessionals.
• Familiarity with Child Find initiatives and processes to identify and evaluate students needing special education services.
• Expertise managing behavior intervention plans (BIPs) and addressing disciplinary matters for students with disabilities in compliance with IDEA regulations.
• Experience coordinating multi-disciplinary teams and leading Admission Review and Dismissal (ARD) committee meetings.
• Strong background in data analysis and progress monitoring to evaluate the effectiveness of instructional strategies and interventions.
• Knowledge of transition planning services and support for secondary students moving toward post-secondary education or employment.
• Familiarity with sensory cognitive and specific learning disabilities including implementing accommodations and modifications.
• Ability to provide professional development and training to staff on special education topics such as compliance instructional strategies and behavior management.
• Experience using data-driven decision-making tools for program improvement and continuous compliance monitoring.
• Proficiency in managing communication with parents guardians and stakeholders to foster collaboration and resolve conflicts.
• Advanced problem-solving organizational interpersonal verbal and written communication skills.

Key Responsibilities:

Collaboration and Relationships

• Develop and maintain a positive supportive and collaborative relationship with parents special education teachers paraprofessionals campus and district administrators special education support staff the special education leadership team and external entities.
• Meet regularly with assigned campus administrators and teachers to ensure the effectiveness of campus special education programming and services.
• Collaborate with diagnosticians psychologists and related service providers to support comprehensive and accurate evaluations.
• Serve as a liaison between campus and district personnel providing clear and consistent communication to support special education initiatives.
• Collaborate with staff to develop and oversee transition plans for students moving between campuses for specialized program placements transitioning from early childhood programs to school-aged services or moving from high school to post-secondary education employment or community-based services. Ensure coordination with receiving campuses and external agencies to facilitate seamless transitions and support for students and their families.

Coaching and Program Implementation

• Coach guide and support special education teachers instructional staff and campus administrators to ensure effective program implementation and efficiency.
• Assist teachers in developing and implementing alternative instructional strategies to ensure students participation in the general education curriculum.
• Provide leadership guidance and support to special education instructional staff to promote high-quality and effective programming.
• Monitor the implementation of accommodations modifications and supplementary aids and services to ensure their effectiveness.

Professional Development

• Meet regularly with special education teachers and campus administrators to provide professional development coaching and leadership.
• Organize and facilitate meetings training sessions and professional development opportunities for assigned campuses and staff.
• Participate in professional development to maintain and enhance skills related to leadership and assigned programs or projects.

Program Monitoring and Compliance

• Provide leadership and guidance to campus personnel regarding local state and federal special education rules and regulations.
• Monitor campus compliance with all regulations associated with special education and provide corrective action plans if necessary.
• Implement procedures for Child Find to identify and evaluate students who may require special education services.
• Participate in district-level committees and contribute to the development of special education policies and procedures.
• Develop and implement corrective action plans as needed to address findings of non-compliance or performance gaps.

Data and Systems Management

• Effectively and accurately utilize the special education data management system and other software systems used within the department and district.
• Monitor and analyze data to evaluate the effectiveness of special education programming and identify areas for improvement.

Communication and Reporting

• Communicate and meet regularly with the Director of Special Education Evaluation and Compliance and Director of Special Programs regarding assigned staff and programs.
• Provide timely and accurate information to stakeholders ensuring transparency and accountability in special education practices.

Meeting Participation

• Participate in campus staffing meetings and/or ARD committee meetings upon request.
• Facilitate and lead discussions during department and district meetings to share updates and gather input.

Additional Responsibilities:

• Maintain certification in the use of non-violent crisis intervention.
• Follow district safety protocols and emergency procedures.
• Participate in professional development department meetings and special events as assigned.
• Perform additional duties as assigned to support the mission and goals of the department.

Supervisory Responsibilities:

• Supervise and evaluate collaboratively assigned staff using district-approved instruments.
• Monitor staff to ensure proper documentation of services in the districts special education data management system.
• Communicate regularly and efficiently with members of the Special Education Leadership Team support staff district personnel and regional/state personnel.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping pushing/pulling twisting

Motion: Repetitive hand motions frequent keyboarding and use of mouse

Lifting: Regular light lifting and carrying (less than 15 pounds); Occasional lifting up to 50 pounds. May occasionally require heavy lifting (45 pounds or more) and positioning of students with physical disabilities control behavior through physical restraint assist non ambulatory students and lift and move adaptive and other classroom equipment.

Environment: May work prolonged or irregular hours; districtwide and occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:

The Superintendent of Schools will recommend the appointment of this position to the Board of Trustees based on the applicants training experience and expertise. The Board of Trustees must give final approval.

Required Experience:

IC