Job Title:    Director of Special Programs    Exemption Status:     Exempt

Reports to:    Assistant Superintendent        Date Revised:    May 2024

Dept./School:    Administration         Pay Grade:     PG 4

Primary Purpose:

Direct and manage the district’s special education program. Ensure that services are provided for special needs students and individualized education plans are provided to meet the needs of all students. Warrant compliance with all state, federal, and local requirements.

Coordinate the Special Education, MTSS, 504,  and Dyslexia programs for the district. Provide support to students, parents, teachers, counselors, and administrators in the identification, evaluation, and development of individualized plans designed to support students in need of intervention.

Qualifications:

Education/Certification:

Bachelor’s degree in education or special education

Master’s degree education or special education

Texas Teacher Certification in Special Education

Special Knowledge/Skills:

Knowledge of federal and state special education law

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individualized Education Plan (IEP) goal setting process and implementation 

Understanding of the individual needs of special needs students

Ability to communicate with all levels of special needs students and their parents

Ability to implement policy and procedures

Ability to interpret data

Ability to manage budget and personnel

Strong organizational, communication, and interpersonal skills

Experience:

3 years teaching experience in special education

3 years administrative experience

Campus principal experience (preferred)

Major Responsibilities and Duties:

Instructional and Program Management

1. Oversee the development and delivery of special education curriculum and instructional programs that incorporate district goals and support student achievement. Ensure that curriculum renewal is continuous and responsive to student needs.

2. Develop and implement effective special education procedures for all campuses.

3. Develop and implement an effective referral process and ensure that student assessments and recommendations regarding placement and program management for individual students are completed in a timely manner.

4. Monitor the admission, review, and dismissal (ARD) process districtwide. Participate in committee meetings as needed to ensure that students are placed appropriately and development of individual education plans for students are consistent with district procedures. Ensure that student progress is evaluated on a systematic basis.

5. Obtain and use evaluative findings (including student achievement data) to gauge special education program effectiveness. Make changes when warranted.

6. Ensure that the necessary time, resources, materials, and technology to support accomplish educational goals are available. Encourage and support the development of innovative instructional programs.

7. Direct transition services for special education students entering and exiting public school programs.

8. Take an active role in the formulating and implementing contracts for special education students receiving services outside of the district.

9. Work cooperatively with directors and campus principals in developing and implementing dyslexia and/or Section 504 programs.

10. Consult with and assist campus-based administrators, professionals, teachers, and parents to meet the educational needs of students eligible for dyslexia and/or Section 504 services.

11. Assist campus teams in writing IEP and 504 plans that allow student access to the full range of educational and co-curricular opportunities that are available to all other eligible students in the district. Evaluate the necessity for specific accommodations.

12. Ensure campus teams monitor and review IEP and 504 plans at least once per school year.

13. Assist in coordinating and planning with outside agencies or persons who act as independent advocates of students where a 504 evaluation has been requested or where a 504 grievance or formal written complaint has been made.

14. Promote, coordinate, and disseminate communication among staff, teachers, students, and the community regarding the prevention of discrimination based on disability, as appropriate.

Student Management

15. Demonstrate support for the district’s student management policies and expected student behavior related to special education program.

Policy, Reports, and Law

16. Implement the policies established by federal and state law, State Board of Education rule, and local board policy in area of special education. Recommend sound policies and procedures to improve program.

17. Compile, maintain, and file all reports, records, and other documents required.

18. Follow district safety protocols and emergency procedures.

Budget and Inventory

19. Develop and administer the special education budget based on documented needs and ensure that operations are cost effective and funds are managed wisely.

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

21. Assist with the selection and purchase of supplemental equipment and supplies for the program.

22. Participate in grant-writing activities to obtain program funding.

Personnel Management

23. Prepare, review, and revise job descriptions in special education department.

24. Select, train, supervise, and evaluate staff and make recommendations relative to assignment, retention, discipline, and dismissal.

Communication and Community Relations

25. Establish and maintain a professional relationship and open communication with principals, teachers, staff, parents, and community members.

26. Serve as district liaison to community agencies providing services to students and notify parents and students of available services.

27. Articulate the district’s mission and goals in the area of special education to the community and solicit its support in realizing the mission.

28. Demonstrate awareness of district-community needs and initiate activities to meet those needs.

29. Use appropriate and effective techniques to encourage community and parent involvement.

Supervisory Responsibilities:

Supervise, evaluate, and recommend the hiring and firing of special education, 504, and dyslexia support staff. Work with campus principals to ensure staff as hired, trained, and monitored.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: Frequent districtwide travel; occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

*To meet the executive exemption test, the primary duty must be management and the employee must supervise at least two full-time employees.

*Districts employing police should reference Policies CKE (Legal), CKEA (LEGAL), and DBE (LEGAL) and adopt Policy CKE (LOCAL). The district must also have a memorandum of understanding outlining reasonable communication and coordination efforts between school police department and law enforcement agencies that have overlapping functions.