This position will serve as the school’s primary leader for implementation of IDEA, Section 504, and dyslexia procedures required by state law.
The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefits from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports. The position will work with the instructional team in meeting standards-aligned educational objectives. The position will work with the instructional team in meeting the educational objectives and supporting the school's motto: "Relationships, Relevance, and Rigor".
Uphold a positive work environment that follows Goodwill's Amazing Customer Experience (ACE) culture, Values, and Mission in everything you do and every interaction you have with co-workers, clients, customers and management.
Essential Duties and Responsibilities
- Serve as the school’s primary leader for IDEA implementation;
- Ensure provision of Free Appropriate Public Education (FAPE) in the least restrictive environment
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Oversee Child Find, referrals, evaluations, eligibility determinations, IEP development and implementation, reevaluations, transitions, discipline protections, procedural safeguards, and related services;
- Monitor timelines and documentation;
- Oversee due-process and complaint matters in coordination with leadership and legal counsel
- Prepare for DESE monitoring.
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Develop procedures, manuals, service-delivery models, and annual program goals
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Analyze compliance and student-outcome data
- Conduct internal audits of IEPs
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Identify systemic needs
- Report program performance, risks, and recommendations to school director.
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Serve as the school's Section 504 Coordinator or provide direct oversight of the school's Section 504 program.
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Develop, implement, and maintain procedures for the identification, evaluation, eligibility determination, placement, and periodic reevaluation of students under Section 504 of the Rehabilitation Act of 1973.
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Ensure eligible students receive a FAPE through appropriate accommodations, services, and supports.
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Oversee the development, implementation, review, and monitoring of Section 504 Plans.
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Provide guidance to administrators, teachers, life coaches, and other staff regarding Section 504 eligibility and implementation.
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Monitor the consistent and effective implementation of accommodations across classrooms, assessments, and other school programs.
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Coordinate Section 504 considerations related to student discipline and ensure applicable protections are followed.
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Maintain accurate and confidential Section 504 records and monitor required review and reevaluation timelines.
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Respond to student questions and concerns and support the resolution of Section 504 disputes.
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Provide professional development to school personnel regarding Section 504, disability discrimination, accommodations, and staff responsibilities.
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Ensure students are appropriately served under the applicable legal framework and that Section 504 is not used as a substitute for IDEA eligibility when a student requires special education.
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Ensure all procedures outlined in Ark. Code Ann. §§ 6-41-601 through 6-41-611 regarding screening, evaluation, and services for students with dyslexia or characteristics of dyslexia who may or may not otherwise qualify for special education services under the Individuals with Disabilities Education Act (IDEA) are implemented with fidelity.
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Managing student behavior in the classroom and on school premises, and applying appropriate and effective measures in cases of misbehavior with dignity.
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Participate in collaborative curriculum development, grade-level activities, and school-wide functions aimed at improving student retention, productivity, school culture, and new student orientation.
To perform this job successfully, an individual must be able to perform each essential duty mentioned satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
Education
Bachelor's degree, Advanced degree in Special Education preferred.
Experience
A minimum of 2 years of experience in Special Education preferred.
Skills
- Expertise in IEP and 504 plan development
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Expertise in screening, evaluation, and services for dyslexia
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Trauma informed approaches
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Pedagogy
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Google Classroom
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Microsoft 365
Required Certificates, Licenses, Registrations
Arkansas Educator License in Special Education or the out of state equivalent.
Preferred Certificates, Licenses, Registrations
Proficiency in the Science of Reading demonstrated by successfully completing a DESE prescribed pathway for proficiency.
Arkansas Educator License endorsement in Dyslexia or the out of state equivalent.
Mental Demands
VERY CLOSE MENTAL DEMAND. Operations requiring VERY CLOSE AND CONTINUOUS ATTENTION for control of operations which require a HIGH DEGREE OF COORDINATION OR IMMEDIATE RESPONSE. Operations requiring intermittent direct thinking to determine or select the most applicable way of handling situations regarding the organization's administration and operations; also, to determine or select material and equipment where highly variable sequences are involved.
Analytical Ability / Problem Solving
DIRECTED. Supervisory and/or professional skills using structured practices or policies and directed as to execution and review. Interpolation of learned things in moderately varied situations where reasoning and decision-making are essential.
Responsibility for Work of Others
Depending on the role, this position may include responsibility for leading or supervising the work of others in accordance with the organization’s policies and applicable laws. When applicable, responsibilities may include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; and addressing complaints and resolving problems.
Working Conditions
Somewhat disagreeable working conditions. Exposed to any number of elements noted in Degree 2, with one or two elements present continuously. May involve some travel and/or work is at times, in the evening or during the night hours.
Physical Demand
SEMI-REPETITIVE, LOW PHYSICAL: SEMI-REPETITIVE type work which requires PERIODS OF CONCENTRATION FOR VARIED TIME CYCLES as prescribed by the tasks.
Additional Information
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Possess the essential mindset that all students can succeed.
- Drive to improve the outcomes and lives of students in and out of the classroom.
- Exhibits resilience to persevere and create opportunities for students out of challenges and lessons learned.
- Strong organizational skills; extremely careful attention to detail and follow-through.
- Strong analytical and problem-solving skills; ability to analyze data for informed decision making
- Strong communication skills; ability to communicate direct feedback in a compelling way that empowers teachers to make immediate improvements to instruction
- Ability to work well in a team; ability to bridge and enhance professional learning communities
- Ability to create, monitor, and maintain systems that enhance instructional outcomes
- Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed.
- Effective presentation skills accompanied with inspiring stage presence.
- Has working knowledge of computer programs to perform clerical tasks: Google Applications, Microsoft Office, Google Chrome, and Internet Explorer.
Preferred Qualifications
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Teaching certification in an additional content area for grades 9-12, plus 2-5 years teaching experience
- Experience teaching in a high-needs community
- Experience with adult learners returning for a high school diploma
