Director of Special Education & Student Services

Director of Special Education & Student Services

LOCATION: Administration Building

WORK YEAR: 260 Days

SCHEDULE: 40 hours per week, Monday - Friday.

WORK STATUS: Full-Time Classified Exempt

REPORTS TO: Chief Academic Officer

POSITION SUMMARY:

The Director of Special Education & Student Services provides districtwide leadership for the design, implementation, monitoring, and continuous improvement of services for students with disabilities. The primary responsibility of this position is Special Education, with secondary leadership responsibilities for districtwide student services, including Section 504, nursing services, mental health supports, and social-emotional learning (SEL).

The Director is expected to spend significant time alongside school leaders, special education teachers, related service providers, paraprofessionals, and other school-based staff to strengthen instructional practice and improve outcomes for students with disabilities.

While ensuring full compliance with federal and state special education requirements is an essential responsibility of the position, the Director is responsible for ensuring that legally compliant systems translate into high-quality instruction, effective interventions, meaningful access to grade-level learning, and measurable student growth.

The Director will create a culture in which adults regularly examine student work, analyze student progress, identify instructional gaps, adjust practice, and take collective responsibility for accelerating outcomes for students with disabilities.

ESSENTIAL LEADERSHIP RESPONSIBILITIES:

1. Instructional Leadership & Coaching

Serve as the district's lead instructional coach and thought partner for special education.

The Director will:

• Provide frequent, side-by-side coaching to special education teachers, related service providers, paraprofessionals, instructional coaches, and school leaders.
• Spend consistent time in classrooms observing instruction and student learning.
• Model effective instructional practices for serving students with disabilities in both general education and specialized settings.
• Provide timely, actionable feedback to staff following classroom observations and coaching cycles.
• Support teachers in designing instruction that maintains high expectations while providing appropriate scaffolds, accommodations, modifications, and specially designed instruction.
• Coach staff to move beyond task completion and compliance toward instruction that produces measurable student learning.
• Support effective co‑teaching and collaboration between general and special educators.
• Help school teams distinguish between accommodations, interventions, modifications, and specially designed instruction.
• Build the instructional capacity of school-based staff rather than creating dependence on district-level problem‑solving.
• Identify patterns across schools and develop coaching responses that address recurring instructional needs.

2. Professional Learning Communities & Data-Driven Improvement

Lead and strengthen district and school-based PLC structures for special education.

The Director will:

• Develop, facilitate, and participate in effective cross-functional PLCs focused on teaching and learning.
• Ensure PLC conversations are grounded in student work, assessment data, IEP progress monitoring, and evidence of student learning rather than primarily operational or compliance topics.
• Implement established protocols for examining student work and determining instructional next steps.
• Support staff in identifying skill gaps and developing targeted responses.
• Monitor whether students are making sufficient progress toward IEP goals and grade-level expectations.
• Help teams identify students who are not progressing and determine when instruction or intervention needs to change.
• Ensure PLCs result in clear actions, responsible individuals, timelines, and follow‑up.
• Develop systems for sharing effective practices across schools.

3. Professional Development

Design and lead high-quality professional learning that results in changes in adult practice and student outcomes.

The Director will:

• Assess staff learning needs through classroom observations, student work, achievement data, compliance reviews, staff feedback, and school leader input.
• Develop an annual special education professional learning plan aligned with district instructional priorities.
• Facilitate professional development for special education staff, general education staff, paraprofessionals, related service providers, and administrators.
• Ground professional learning in authentic student work, instructional challenges, and district data whenever possible.
• Ensure professional development includes opportunities for modeling, practice, feedback, implementation, and follow‑up.
• Evaluate whether professional development is changing classroom practice and improving student outcomes.
• Provide differentiated learning and coaching based on staff experience and individual school needs.
• Build the leadership capacity of special education staff so expertise is distributed throughout the district.

4. Student Achievement & Closing Gaps

Lead the district's efforts to improve academic outcomes for students with disabilities.

The Director will:

• Establish clear expectations for achievement and growth for students receiving special education services.
• Regularly analyze achievement, growth, progress‑monitoring, graduation, attendance, behavior, inclusion, and disproportionality data.
• Monitor performance across schools, grade levels, disability categories, and student groups.
• Identify students and programs where outcomes are not improving quickly enough.
• Partner with principals and school teams to develop improvement strategies.
• Monitor whether students are receiving appropriate access to Tier 1 instruction and grade-level standards.
• Ensure specially designed instruction is responsive to clearly identified student needs.
• Support schools in establishing appropriate progress‑monitoring systems.
• Evaluate whether interventions and services are producing measurable results.
• Maintain urgency around persistent achievement gaps while supporting staff in developing the skills necessary to address them.

5. Special Education Program Leadership

Provide strategic leadership for a coherent districtwide continuum of special education services.

The Director will:

• Develop and communicate a clear district vision for high-quality special education.
• Establish consistent expectations, procedures, and instructional practices across schools.
• Ensure appropriate programming and services across the continuum of student needs.
• Partner with principals to evaluate the effectiveness of school-based special education programming.
• Support appropriate staffing models and deployment of special education personnel.
• Monitor caseloads, service models, schedules, and student placements.
• Evaluate the effectiveness of specialized programming and recommend adjustments when necessary.
• Support effective transitions between schools, programs, grade levels, and postsecondary settings.
• Collaborate with curriculum, instruction, multilingual learner, MTSS, and other district leaders to ensure students with disabilities are included in districtwide instructional decisions.
• Ensure students with disabilities have meaningful access to rigorous learning opportunities and the broader school community.

6. Special Education Compliance & Legal Responsibilities

Ensure the district fulfills all federal, state, and local requirements related to special education.

The Director will:

• Ensure district compliance with IDEA, Exceptional Children's Educational Act (ECEA), Section 504 as applicable, and other relevant federal and state requirements.
• Maintain systems for accurate and timely development, implementation, and monitoring of IEPs.
• Monitor evaluation timelines, eligibility processes, service delivery, progress reporting, prior written notice, and other required procedures.
• Conduct regular internal audits of special education documentation and practices.
• Identify compliance risks early and work proactively with school teams to resolve concerns.
• Provide guidance to administrators and staff regarding complex special education situations.
• Coordinate responses to state complaints, due process matters, corrective actions, and other formal processes.
• Partner with district legal counsel and outside specialists when appropriate.
• Ensure required state and federal reporting is accurate and submitted on time.
• Develop clear procedures and tools that make compliance understandable and manageable for school staff.

7. School Leader Partnership

Serve as a collaborative partner and coach to principals and other school leaders.

The Director will:

• Meet regularly with school leaders to review special education programming, student outcomes, staffing, and areas of concern.
• Conduct classroom walkthroughs alongside principals and instructional leaders.
• Build school leaders' capacity to supervise and support special education instruction.
• Provide principals with timely feedback regarding strengths and areas requiring attention.
• Help school leaders develop solutions rather than assuming ownership of school-level responsibilities.
• Support administrators with difficult conversations, family concerns, staffing challenges, and complex student situations.
• Maintain clear communication with school leaders regarding district expectations and emerging concerns.
• Develop shared ownership for special education so that students with disabilities are viewed the responsibility of the entire school community , not solely the special education department.

8. Section 504

Provide districtwide oversight of Section 504 systems and practices.

The Director will:

• Establish clear and consistent Section 504 procedures across schools in collaboration with the district 504 coordinator.
• Ensure staff understand referral, evaluation, eligibility, accommodation, implementation, and review requirements.
• Provide training and consultation to school-based 504 coordinators and administrators.
• Monitor implementation and documentation of 504 plans.
• Support schools with complex eligibility or accommodation questions.
• Ensure families are meaningfully included throughout the process.
• Monitor districtwide trends and address inconsistencies or areas of risk.

9. Mental Health & Social-Emotional Learning

Provide strategic oversight of district mental health and SEL supports while collaborating closely with school-based professionals and district leaders.

The Director will:

• Support development of a coherent continuum of school-based mental health supports.
• Oversee and support district mental health professionals and/or systems, as assigned.
• Ensure mental health supports are integrated within the district's MTSS framework.
• Monitor implementation and effectiveness of district SEL programming.
• Partner with schools to analyze behavioral, SEL, attendance, and mental health data to identify student needs.
• Support development of preventative and early‑intervention approaches.
• Ensure appropriate crisis response, suicide risk assessment, threat assessment, and referral procedures are established and understood.
• Coordinate with community mental health providers and agencies when appropriate.
• Ensure mental health and SEL services complement, rather than operate separately from, the district's academic and student-support systems.

10. Nursing & Student Health Services

Provide administrative oversight and support for district nursing and student health services.

The Director will:

• Supervise or provide district-level leadership for school nursing services.
• Partner with nursing staff to ensure consistent health procedures across schools.
• Ensure compliance with applicable health, medication, immunization, and student medical requirements.
• Support coordination between nursing, special education, Section 504, mental health, and school teams when student needs overlap.
• Ensure medically fragile students and students with significant health needs have appropriate plans and supports.
• Support effective communication between school nurses, administrators, families, and outside medical providers when appropriate.

11. Family Partnership & Advocacy

Build productive, transparent relationships with families.

The Director will:

• Ensure families understand special education and student services processes and can participate meaningfully in decisions regarding their children.
• Support staff in conducting collaborative, student-centered meetings.
• Assist with complex family concerns before they escalated whenever possible.
• Listen to family feedback and use recurring concerns to identify opportunities for system improvement.
• Communicate with clarity, respect, and empathy, including during difficult or high-stakes situations.
• Promote relationships in which families are partners in improving student outcomes.

12. Supervision & Talent Development

Provide effective supervision, coaching, and development of assigned district and school-based personnel.

The Director will:

• Establish clear performance expectations for direct reports.
• Conduct regular observations, coaching conversations, and performance feedback.
• Develop leadership capacity among special education teachers, related service providers, psychologists, social workers, nurses, mental health providers, and other assigned personnel.
• Identify high-potential staff and create opportunities for leadership development.
• Address performance concerns promptly, clearly, and constructively.
• Support recruitment, selection, onboarding, and retention of highly effective special education and student services staff.
• Partner with Human Resources and school leaders regarding staffing needs.

Leadership Expectations

Leadership Expectations

Instructional Leadership

Keeps teaching, learning, and student outcomes at the center of the work.

Coaching Mindset

Develops people through observation, questioning, modeling, feedback, practice, and follow-up rather than simply giving directions.

High Expectations

Believes students with disabilities can achieve at high levels and challenges systems or practices that unintentionally lower expectations.

Strategic Thinking

Builds systems that solve recurring problems rather than repeatedly addressing individual incidents.

Data-Driven Decision Making

Uses student work, achievement data, implementation evidence, and compliance data to determine next steps.

Initiative

Identifies needs and acts proactively without waiting to be directed.

Collaboration

Builds shared ownership across departments and schools while maintaining clear accountability.

Courageous Leadership

Addresses ineffective practices and difficult issues directly, respectfully, and promptly.

Service Orientation

Approaches district leadership as support for schools while maintaining high expectations for implementation and outcomes.

Continuous Improvement

Regularly evaluates whether district systems and adult practices are producing better outcomes for students and adjusts when they are not.

INDICATORS OF SUCCESS:

• Students with disabilities demonstrate increased academic achievement and growth.
• Achievement gaps between students with disabilities and their peers decrease.
• Students make measurable progress toward IEP goals.
• Special education teachers demonstrate stronger instructional practice.
• Principals report increased capacity to lead and supervise special education programming.
• PLCs consistently use student work and data to change instructional practice.
• Professional development results in observable changes in classrooms.
• Students have increased access to rigorous Tier 1 instruction and inclusive learning environments.
• Special education staffing and resources are aligned to student needs.
• IEPs and evaluations are timely, accurate, meaningful, and implemented with fidelity.
• Families experience consistent, collaborative, and responsive support.
• Section 504, nursing, mental health, and SEL systems are coherent and effectively integrated with school-based supports.
• District systems identify problems early and intervene before they become compliance concerns or significant student-support issues.

MINIMUM QUALIFICATIONS:

• Must hold a current Colorado Special Education Director license through the Colorado Department of Education (CDE), or be eligible to obtain the license prior to the start of employment.
• Master's degree in Special Education, Educational Leadership, School Administration, or a closely related field.
• Appropriate Colorado licensure or eligibility for licensure for the position.
• Significant successful experience in special education.
• Demonstrated experience coaching teachers and/or school leaders.
• Demonstrated knowledge of effective instruction for students with disabilities.
• Strong knowledge of IDEA, special education evaluation and eligibility, IEP development and implementation, least restrictive environment, procedural safeguards, and related state requirements.
• Experience analyzing student achievement and progress-monitoring data.
• Demonstrated ability to design and facilitate high-quality professional development.
• Demonstrated ability to lead collaborative teams and PLCs.
• Strong written, verbal, facilitation, and interpersonal communication skills.
• Demonstrated ability to build productive relationships with staff, school leaders, students, families, and community partners.

PREFERRED QUALIFICATIONS:

• Previous district-level or school-level special education leadership experience.
• School administrative experience.
• Experience supervising special education teachers and related service providers.
• Experience leading instructional improvement across multiple schools.
• Knowledge of MTSS, PBIS, mental health, SEL, Section 504, and school health systems.
• Experience supporting schools or districts serving diverse student populations.
• Experience leading significant improvement in outcomes for students with disabilities.

SUPERVISORY RESPONSIBILITIES:

Provides direct and/or indirect supervision, coaching, and leadership to assigned special education and student services personnel, which may include:

• Special education district staff
• School psychologists
• Related service providers
• Mental health professionals
• District or School nurses
• Specialized program staff
• Other personnel assigned to Special Education and Student Services

The Director works in close partnership with principals, who maintain responsibility for the leadership and supervision of staff within their schools.

REPORTING RELATIONSHIP

Reports to:

Chief Academic Officer/Superintendent Designee

Primary Area of Responsibility:

Special Education

Secondary Areas of Responsibility:

Section 504, Nursing Services, Mental Health, and Social-Emotional Learning

PHYSICAL REQUIREMENTS:

• Ability to lift and carry up to 20 pounds.
• Requires sitting, walking, standing, and fine finger dexterity.
• Must be able to speak, hear, see, analyze, and interpret information while traveling as needed.
• Work is performed in a generally clean and healthy environment.

CLEARANCE REQUIREMENTS:

• Must clear an online background check and FBI fingerprint check through the Colorado Bureau of Investigation.

BENEFITS:

• This position qualifies for full employee benefits.
• Enrollment in the Colorado Public Employees' Retirement Association (PERA) is mandatory. Employees contribute 11% of their salary pre-tax, with an additional 21.4% contribution from the district. Salary range is $111,794 - $159,281.