Coordinator of Low Incidence Disabilities-Special Education (25-26 school year)

POSITION TITLE: Coordinator of Low Incidence Diabilities - Special Education

EXEMPTION STATUS: Exempt

REPORTS TO: Director of Special Programs

TERMS OF EMPLOYMENT: 12 months, 2025-2026 school year

Primary Purpose:

Assure implementation of appropriate programs to meet the needs of all students qualified for services under the Individuals with Disabilities Education Act.

Qualifications:

Education/Certification

Master’s Degree

Supervision, Mid-Management, or Principal Certification

Valid Texas Teaching Certificate with Special Education Endorsement

Special Knowledge/Skills

Knowledge of federal and state laws and regulations for special education

Knowledge of specific disabilities and special education curriculum

Ability to interpret policy, procedures and data

Strong organizational, communication (verbal and written), and interpersonal skills

Experience:

Three years’ teaching experience in special education

Major Responsibilities and Duties:

Instructional and Program Management

• Assist in the oversight of special programs by providing instructional leadership and support for staff.
• Assist in directing and managing special education programs; serve as a trainer and resource for teachers to identify and demonstrate instructional strategies, best practices, interventions, and integration of technology in the learning process; coordinate training and professional learning communities; and monitor progress of student growth.
• Assess and respond to needs related to job responsibilities.
• Serve on Admission, Review, and Dismissal (ARD) committees to resolve difficult situations and as needed.
• Implement the policies established by federal and state law, State Board of Education rule, and local policy in the area of special education and 504.
• Contribute to the recommendation of sound policies directed toward program improvement.
• Ensure that curriculum renewal is continuous and responsive to student needs by aligning instructional practices, having a strong understanding of program and least restrictive environments, and focusing on academic achievement to increase student learning.
• Coordinate and train for standardized testing by communicating with the district testing coordinator, completing alternative justifications for ARD meetings, training staff in updates and protocols, and monitoring test sites.
• Assist with the development of course catalogs by communicating with special education staff and administrators and attending course catalog development meetings to communicate needs for the program.
• Compile, maintain, and file all reports, records, and other documents required to verify compliance efforts.
• Provide leadership in the formulation and implementation of contracts for eligible students with disabilities receiving services outside the district.
• Demonstrate support for district's student management policies and expected student behavior related to special programs.

Fiscal Management:

• Ensure that programs are cost effective and funds are managed prudently.
• Maintain knowledge of the Medicaid program and its impact on the district.

Personnel Management:

• Evaluate job performance of employees to ensure effectiveness.
• Make sound recommendations relative to personnel placement, transfer, retention, and dismissal for staff serving students in Early Childhood Special Education, Specialized Support Alternative, and 18 programs.

Professional Growth and Development:

• Develop professional skills appropriate to job assignment and participate in professional learning opportunities.
• Maintain familiarity with the district’s initiatives to better serve students’ needs.
• Develop training options and/or improvement plans to ensure effectiveness of special programs.

Communication and Community Relations:

• Demonstrate behavior that is professional, ethical, and responsible; serve as a role model for staff and students; and promote a positive, caring climate for learning.
• Consult with teachers and administrators to assist in the provision of appropriate services to students.
• Deal sensitively and fairly with persons from diverse cultural backgrounds.
• Employ effective interpersonal skills in dealing with questions or concerns.
• Establish and maintain open communication and conduct conferences with parents, students, and staff.
• Develop awareness of district and community needs and initiate activities to meet those identified needs to ensure participation of students with disabilities.
• Articulate the district’s mission and goals in the area of special education to the community and solicit support in realizing the mission.

Supervisory Responsibilities:

• Supervise and evaluate the performance of the vocational adjustment coordinator (VAC), vocational adjustment teacher (VAT), and job coaches (instructional aides) in the 18 program.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used: Standard office equipment, computer, peripherals, electronic devices, telephone

Posture: Prolonged sitting and standing, occasional kneeling/squatting, bending/stooping, pushing/pulling, twisting, reaching

Motion: Frequent repetitive hand motions, keyboarding, use of mouse, wrist flexion/extension

Lifting: Lifting and carrying up to 30 pounds without assistance, 30-55 pounds with assistance, and more than 55 pounds with appropriate assistance

Environment: Work is performed in an office setting and on campuses; routine in-district travel; occasional irregular and/or prolonged hours

Mental Demands: Maintain emotional control under stress, work with frequent interruptions