Director of Special Programs (Director 1) 26-27 SY

Director of Special Programs

The Director of Special Programs is responsible for developing, implementing, and overseeing programs and services that support diverse student needs, including Special Education (SPED), Section 504, and the Multi-Tiered System of Supports (MTSS). This role ensures that all students receive equitable access to high-quality instruction, targeted interventions, and individualized supports to succeed academically and socially.

The Director works collaboratively with teachers, administrators, families, and external partners to ensure compliance, strong program implementation, and improved student outcomes across all special programs.

Key Responsibilities

Program Development and Implementation

• Design and implement systems and services to support students receiving SPED, 504, and MTSS interventions across grades K–8.
• Develop and maintain resources, frameworks, and tools aligned to best practices in inclusive education and intervention.
• Oversee the delivery of special education services, 504 accommodations, and tiered interventions.
• Stay informed on current research and best practices in special education, MTSS, and intervention models to inform program strategy.

Staff Support and Development

• Provide training and professional development for staff on SPED compliance, 504 accommodations, MTSS implementation, and inclusive instructional practices.
• Serve as a resource for teachers, administrators, and support staff regarding accommodations, modifications, behavior supports, and intervention strategies.
• Lead professional learning communities focused on special programs and student support.
• Engage in coaching cycles with teachers and leaders to improve implementation and student outcomes.

SPED, 504, and Student Services Oversight

• Oversee Special Education programming, including ARD processes, IEP development, and service delivery.
• Ensure compliance with Section 504 processes, including eligibility, accommodation plans, and monitoring.
• Support campuses in implementing behavior intervention plans and individualized supports.
• Collaborate with testing coordinators to ensure appropriate accommodations are provided in accordance with state guidelines.

MTSS Framework

• Lead the implementation and continuous improvement of the MTSS framework across campuses.
• Ensure fidelity of Tier 1, Tier 2, and Tier 3 supports for both academic and behavioral interventions.
• Facilitate data-driven decision-making through regular MTSS/RTI meetings.
• Monitor student progress and adjust interventions based on performance data.
• Support staff in using assessment tools to identify student needs and track growth.

Data, Assessment, and Progress Monitoring

• Oversee data collection and analysis for students receiving SPED, 504, and MTSS supports.
• Use student performance data to inform program improvements and instructional decisions.
• Monitor progress toward IEP goals, intervention outcomes, and overall student achievement.
• Provide regular reports to leadership on program effectiveness and student outcomes.

Family and Community Engagement

• Partner with families to support understanding of SPED services, 504 plans, and intervention supports.
• Facilitate communication between families and campuses regarding student services and progress.
• Provide resources, workshops, and support for families navigating special programs.

Compliance and Reporting

• Ensure full compliance with federal, state, and local regulations related to Special Education, Section 504, and MTSS.
• Maintain accurate documentation and reporting for audits, monitoring, and state requirements.
• Collaborate with PEIMS and compliance teams to ensure accurate coding and reporting of student services.

Collaboration and Advocacy

• Collaborate with school leaders, instructional teams, and external providers to ensure alignment of services.
• Advocate for students receiving additional supports to ensure equitable access and outcomes.
• Support cross-functional initiatives related to student services, intervention, and inclusion.

Modeling Effective Instruction

• Model best practices in differentiated instruction, intervention delivery, and inclusive teaching.
• Support classrooms through modeling lessons, small group instruction, and coaching.

Goals & Expectations

• Increase percentage of SPED and 504 students meeting growth targets on STAAR, MAP, or other assessments.
• Ensure 100% compliance with SPED and 504 timelines, documentation, and service delivery.
• Demonstrate measurable growth for students receiving MTSS interventions.
• Achieve high staff satisfaction (90%+) in training and support for special programs.
• 95% of teachers name they received training and support for Special students

Qualifications & Requirements

• Bachelor's degree required; Master's degree in Special Education, Educational Leadership, or related field preferred
• Valid Texas Teaching Certification required; Special Education certification strongly preferred
• Minimum of 4+ years of experience in education, with experience in SPED, 504, or intervention systems
• Demonstrated success improving outcomes for students with diverse learning needs
• Knowledge of federal and state compliance requirements (IDEA, Section 504, MTSS/RTI)
• Strong leadership, coaching, and data analysis skills
• Experience in an urban or charter school setting preferred
• Commitment to serving diverse and underserved student populations

Benefits & Perks

• Competitive salary based on experience and merit.
• Comprehensive health, dental, and vision insurance. District life insurance.
• Participation in the Teacher Retirement System of Texas (TRS).
• Ongoing professional development and leadership opportunities.

Étoile Academy does not discriminate on the basis of race, color, national origin, age, sex or disability, in admission or access to, or treatment of employment in its programs and activities. Any person having inquiries concerning the organization's compliance with the regulations implementing Title VI of Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), or Title II of the Americans with Disabilities Act of 1990 (ADA), may contact HR at Show phone number.