Director of Exceptional Learners

Assures that exceptional learner programs (special education, English learner, Title I, and high ability) and services are designed to meet the individual needs of those students who have been identified as needing such services, including students with disabilities encompassed under Indiana Article 7 and under Section 504 of the Vocational and Rehabilitation Act of 1972.

Develop and oversee the district-wide multi-tiered systems of support (MTSS).

Collaborate with the Assistant Superintendent of Curriculum and Instruction on the development and administration of the Title I grant.

Ensure that student progress is evaluated on a systematic basis, and that the findings are used to make the MTSS program more effective.

Develop and oversee a district-wide MTSS program that incorporates special education, ELL, High Ability, and reading and math interventions in a single system.

Ensure the MTSS program screens all students in reading and math at the beginning of each school year.

Create and administer a system that informs school-level decision-making regarding student performance on the initial screeners.

Continually identify and evaluate evidence-based interventions that are approved for use by CCS staff. Provide on-going guidance regarding the efficacy of each intervention given a student’s learning profile and skill deficits. For example, if a student is deficient in phonics, the following interventions are effective and approved at Concord: XYZ.

Ensure each approved intervention has an appropriate progress monitoring tool.

Develop an “if-then” system for intervention decisions that look at screener and progress monitoring data to inform decision-making.

Work with building principals to ensure each school building is making intervention decisions based on sound data and employing the use of approved intervention tools.

Manage the special education referral process; arrange for or conduct student assessments; make recommendations regarding placement and program management for individual students.

Work with the assistant director of special education and delegate tasks as needed to ensure the efficient functioning of the special education department.

Supervise and monitor the admission, review, and dismissal (ARD) process districtwide.

Obtain and use evaluative findings (including student achievement data) to gauge special education program effectiveness.

Serve as a resource person in the design and equipping of facilities for students with disabilities.

Administer the special education department budget and ensure that programs are cost effective and funds are managed prudently.

Maintain a current inventory of supplies and equipment and recommend the replacement and disposal of equipment when necessary.

Prepare, review, and collaborate with human resources to revise job descriptions and evaluation tools in the special education department.

Consult with staff regarding accommodations and modifications.

Serve as public agency representative when appropriate.

Coordinate outside evaluations, as needed.

Chair manifestation case conferences.

Monitor student needs when transferring to another building or placement.

Supervise and evaluate ECSEC staff as needed.

Work collaboratively with local corporation administration to supervise and evaluate special education staff.

Serve as private school liaison.

Coordinate homebound services.

Monitor class sizes for staffing patterns along with feedback from case conference coordinator.

Coordinate with the Director of ELL and Academic Interventions on the development and administration of Title III and NESP grants.

Coordinate with DSS, CAO, building-level EL staff and administrators on directing the use of EL staff to incorporate into the CCS MTSS plan seamlessly and effectively.

Monitor the effectiveness of EL interventions and supports on EL student learning.

Monitor ILP development and implementation ensuring that all relevant state and federal laws are followed.

Stay abreast of current events in terms of EL law, case law, and best practices and keep relevant staff literate of such trends.

Coordinate professional learning for all staff to be equipped to use best practices to work with English learners.

Administer the CCS high ability program.

Coordinate with building principals and high ability staff to effectively meet the needs of high ability students.

Ensure the high ability program (identification and programming) fits seamlessly within the CCS MTSS plan.

Execute the CCS high ability identification program while ensuring equitable identification of all student populations.

Annually review all components of the CCS high ability program to ensure program effectiveness and continuous improvement.

Coordinate with building-level high ability staff to ensure high quality programming is available to all high ability students.

Coordinate professional learning for all staff to be equipped to use best practices to work with high ability students.

Evaluate, coach and provide on-going consistent feedback on job performance of employees.

Participate in the recruitment, selection, and training of personnel and make sound recommendations relative to personnel placement, assignment, retention, discipline, and dismissal.

Be a resource to general education staff.

Preferred: District Level Administrator Exceptional Needs Program or Superintendent License.

Minimum: Building Level Administrator License with desire to complete Exceptional Needs Program.