Director of Special Education - IHSCA

Director of Special Education - IHSCA

COMPANY DESCRIPTION

Instituto Health Science Career Academy along with Chicago Public Schools (CPS) has set ambitious goals to ensure that every child-in every school and every neighborhood—has access to a world-class learning experience from birth, resulting in graduation from high school college- and career-ready. In alignment with CPS/ISBE, our school strives to provide high quality and specially designed instructional supports and services for all students with disabilities within the least restrictive environment. We work collaboratively with the goal of improving the academic achievement of all students with disabilities by ensuring they receive meaningful and relevant access to grade level core instruction within the school. Teachers provide appropriate, effective, and culturally relevant instruction for grades 9-12 aligned to SAT, AVID College Readiness, and state standards. IHSCA ensures that students are provided a safe learning environment that supports student social-emotional growth as well as academics.

POSITION DESCRIPTION

Instituto Health Sciences Career Academy is dedicated to providing high-quality, specially designed instructional supports and services for students with disabilities, ensuring they learn in the least restrictive environment. The Director of Special Education role involves collaborating with educators, families, and support staff to develop and implement effective strategies that promote academic achievement and personal growth. By fostering an inclusive learning environment, the Director ensures that students with disabilities receive meaningful and equitable access to grade-level core instruction, tailored interventions, and the necessary resources to thrive academically and socially.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Interviews, hires, and oversees special education teachers.
• Ensures that policies and procedures are implemented and performed in compliance with applicable federal, state, and local laws and regulations.
• Serve as the local school district representative at all required meetings under the Individuals with Disabilities Education Act (IDEA) and act as the Section 504 Coordinator for all meetings under Section 504.
• Fulfill all roles and responsibilities outlined in the IDEA Procedural Manual for the local school district representative.
• Ensure compliance with all IDEA and Section 504 timelines, including evaluations, meetings, and service implementation.
• Oversee the processing and provision of all parental notices and consents for Full and Individual Evaluations (FIEs) and placements, ensuring they are provided in the native language when feasible and properly documented in student records.
• Provide parents/guardians with copies of draft IEP materials—including, when applicable, paraprofessional, Extended School Year (ESY), and Learning Environment Intervention forms—along with all relevant evaluations and collected data at least five school days before the IEP meeting.
• Ensure that an interpreter is invited to all IEP and Section 504 conferences for parents with limited English proficiency, including initial and reevaluation eligibility determination meetings and annual reviews.
• Coordinate with the English Learner (EL) department to ensure alignment of special education and EL services, ensuring that students who are both English Learners and have disabilities receive the appropriate linguistic and academic supports.
• Ensure that all necessary EL accommodations, supports, and language services are incorporated into IEPs and Section 504 Plans in compliance with federal and state regulations.
• Collaborate with EL teachers and support staff to monitor the progress of English Learners with disabilities, ensuring access to grade-level instruction and specialized interventions.
• Provide training and guidance to special education and general education staff on best practices for supporting dually identified students (ELs with disabilities).
• Manage the referral process for students receiving Tier 3 interventions under the Multi-Tiered System of Supports (MTSS) by reviewing progress monitoring data, collaborating with intervention teams, and determining when a special education evaluation is warranted.
• Coordinate all referrals for Full and Individual Evaluations (FIEs), ensuring all required components are addressed and the process is completed within 60 school days of receiving signed parental consent. This includes referrals for Assistive Technology, Alternative-Augmentative Communication (AAC) evaluations, and Functional Behavioral Assessments (FBAs).
• Convene and chair IEP and Section 504 conferences—including initial evaluations, reevaluations, eligibility determination meetings, and annual reviews—while serving as the District Representative.
• Ensure that IEP teams utilize both qualitative and quantitative data in making informed service decisions for the development of student IEPs.
• Finalize each student’s IEP or Section 504 Plan in the SSM system during the meeting and provide parents/guardians with a copy.
• Ensure that all relevant student data is accurately and promptly entered into the SSM system.
• Arrange for special education and related services within the school as outlined in students' IEPs, and coordinate with OSD for placement in another school when necessary.
• Consult with the OSD District Representative regarding students requiring low-incidence services or when challenges arise in implementing procedures.
• Collaborate with the principal to oversee and ensure the effective implementation of all IEPs and Section 504 Plans for students with disabilities.
• Conduct formal and informal classroom observations of special education teachers and support staff to assess instructional effectiveness, provide targeted feedback, and support professional growth.
• Offer coaching, mentoring, and professional development opportunities to special education staff to improve instructional practices, compliance with IDEA and Section 504, and student outcomes.
• Provide training and ongoing support to school staff regarding the implementation of IDEA, Section 504, and MTSS referral processes.
• Attend all OSD professional development sessions and district meetings designed to support case managers and local school district representatives.
• Assist the school’s scheduler/programmer in ensuring students with disabilities are programmed in accordance with their IEPs.
• Work with the principal to appropriately schedule paraprofessionals based on students’ IEPs and Section 504.
• Other duties as assigned.

QUALIFICATIONS

• Master’s degree in Special Education
• Valid Professional Educator License (PEL) with a Special Education (PK–Age 21) endorsement
• In addition to (preferred but not required) School Support Personnel endorsement with a supervisory endorsement)
• At least 3 years of related experience
• Expertise in special education curriculum, service provision, and general education curriculum
• Strong knowledge of federal and state laws regarding special education services
• Understanding of student needs from diverse linguistic and cultural backgrounds
• Familiarity with CPS resources, intervention strategies, and multi-tiered systems of support (MTSS/RTI)
• Ability to problem-solve, analyze data, and collaborate effectively with multiple stakeholders
• Strong written, verbal, and interpersonal communication skills
• Experience in customer service, outreach, and marketing
• Ability to organize school and community events and engage with the surrounding community and culture
• Passion for motivating students to be active community participants
• Leadership skills and commitment to high expectations and quality standards
• Student-focused mindset with knowledge of IHSCA operations and student development trends
• Ability to manage multiple projects, meet deadlines, and adapt to changes
• Initiative, independence, and ability to work collaboratively with minimal supervision
• Demonstrated excellence in creating a positive educational experience

The above is intended to describe the general conditions of and requirements for the performance of this job.  It is not to be construed as an exhaustive statement of duties, responsibilities and requirements.

PHYSICAL DEMANDS

Nature of work requires an ability to operate standard business office equipment.  Requires ability to communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files.   Position involves pushing, bending, reaching and some lifting (under 30 lbs.).

WORKING CONDITIONS

Majority of work performed in a general office environment.  Position requires availability for extended hours plus non-traditional hours required to perform job duties. Also requires participation and attendance at organization sponsored events and meetings.  

BENEFITS

Medical

Dental

Vison

Life Insurance

Short Term Disability

Long Term Disability

403b retirement saving plan 

PAID TIME OFF

Vacation

Sick

Personal

Holidays

Instituto Health Sciences Career Academy is an Equal Opportunity Employer