TITLE: Special Populations Coordinator
REPORTS TO: Director of Special Populations
JOB PURPOSE: Lead and manage student support service. Support ESL, RtI and Section 504/Dyslexia services by providing leadership and oversight to campus and district staff on design, revision, and implementation of educational outcomes for students who are served through ESL, RtI and Section 504 of the Rehabilitation Act of 1973.
ESSENTIAL DUTIES AND RESPONSIBILITIES (include but are not limited to):
Instructional and Program Management
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Participate in the district-level decision-making process to establish and review the district's goals and objectives and major programs.
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Actively support the efforts of others to achieve district and campus goals.
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Develop procedures and coordinate the process to identify ESL, dyslexia and 504 students.
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Coordinate the screening of students exhibiting indications of dyslexia and instruction for students identified by the dyslexia handbook.
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Plan the necessary time, resources, and materials to support the accomplishment of educational goals for Dyslexia.
- Collaborate with campus and district personnel to create a district RtI Handbook; present to campuses and ensure updates occur as needed.
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Monitor the implementation of district RtI guidelines.
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Plan, implement, and evaluate ESL, dyslexia, RtI, and 504 programs with principals, curriculum supervisors, and teachers, including learning objectives, instructional strategies, and assessments.
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Participate in the drafting of project proposals and reports, including program goals, objectives, and budgets for all programs.
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Prepare, develop, and submit annual evaluations and compliance reports for all programs.
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Monitor programs for compliance with state and federal regulations.
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Assist campus administrators and classroom teachers in meeting the needs of students enrolled in ESL.
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Observe classrooms and reinforce effective instructional strategies based on best practices.
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Recommend staff development for teachers, administrators, and other instructional staff.
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Provide ongoing training and updates to all instructional staff.
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Monitor and coordinate action plans, if required, for Performance Based Monitoring System (PBMAS).
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Plan and coordinate district parent informational meetings about 504 and Dyslexia.
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Participate in local, regional, and state organizations to network and support professional learning.
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Identifies opportunities to improve policies, practices, and processes related to collection, evaluation, and reporting of accountability.
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Produces timely, accurate, and impactful analyses of data to inform RMA initiatives and assess performance against desired outcomes.
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Develops and revises training modules, procedures, guidance handbooks, forms, manuals, and reports, with the goal of continuous improvement
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Possess a strong knowledge of federal, state, local and charter laws, policies and procedures.
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Other duties as assigned by the Executive Director of Instructional Operations.
Policy, Reports, and Law
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Comply with policies established by federal and state law, State Board of Education rule, and local board policy.
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Adheres to legal, ethical and professional standards for school counselors including current professional standards of competence and practice.
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Compiles, maintains, and files all reports, records, and other documents as required.
Communication
- Establishes and maintains a professional relationship and open communication with principals, teachers, staff, parents, and community members.
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Conveys information to parent and community members about school programs.
QUALIFICATIONS
Education/Certification:
Master’s degree from an accredited college or university
Texas principal certification
Bilingual/ESL Certification/Endorsement preferred
Dyslexia training and/or certification preferred
Special Knowledge/Skills:
Strong knowledge base of best practices in curriculum, instruction, and assessment
Ability to organize and coordinate programs
Ability to interpret and analyze data
Strong knowledge of the following: RtI, Dyslexia, and 504
Strong organizational, communication, and interpersonal skills
Ability to work collaboratively with district staff, principals, teachers and parents
Effective coaching, problem solving and conferencing skills
Effective oral and written presentation skills
Demonstrated effectiveness as a professional role model
Ability to interpret state and federal laws, policy, procedures and data
Experience:
Minimum of 3 years campus leadership or administrative experience and/or experience with implementation of RtI, Dyslexia services, and 504.
SUPERVISES: None
FLSA STATUS: Exempt
SALARY: Title I
TRAVEL: 80%
GENERAL INFORMATION:
The above statements are intended to describe the general nature and level of work being
performed by individuals assigned to this position. They are not intended to be an exhaustive list
of all duties, responsibilities, and skills required of personnel so classified.
This job description in no way states or implies that these are the only duties to be performed by the employee incumbent in this position. Employee will be required to follow any other job-related instructions and to perform any other job-related duties requested by any person authorized to give instructions or assignments.
A review of this position has excluded the marginal functions of the position that are incident to the performance of fundamental job duties. All duties and responsibilities are essential job functions and requirements and are subject to possible modification to reasonably accommodate individuals with disabilities. To perform this job successfully, the incumbent will possess the skills, aptitudes, and abilities to perform each duty proficiently. Some requirements may exclude individuals who pose a direct threat or significant risk to the health or safety of themselves or
others. The requirements listed in this document are the minimal levels of knowledge, skills, or abilities.
This document does not create an employment contract, implied or otherwise, other than an “at will” relationship.
NORMAL WORKING HOURS AND DAYS:
Monday through Friday, as designated by the school site hours of operation and the Central Office Calendar.
AMERICANS WITH DISABILITY SPECIFICATIONS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is not exposed to weather conditions. The noise level in the work environment is usually moderate.
EVALUATION: Performance of this job will be evaluated in accordance with procedures established by the district on the evaluation of professional personnel.
I have read the Special Programs Coordinator job description and understand the job requirements and expectations.
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Employee Signature Date
