Temporary 504 Coordinator

If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process. Temporary 504 Coordinator Chicago, IL, US 10 days ago Requisition ID: 1071 Salary Range: $42.50 To $42.50 Hourly Job Description: Temporary 504 Coordinator Reports To: Special Education Manager Position Type : Part-Time, Temporary/Contract Position Compensation: $42.50 per hour Overview As a leading education management organization, Meridian Charter Schools is committed to transforming the lives of students in culturally and linguistically diverse communities by providing students access to high-quality educational opportunities that elevate their identities as an asset and foster equitable and inclusive learning environments. Meridian Charter Schools is a school management organization (SMO) in Chicago, IL that operates three campuses of Chicago International Charter School: CICS Ralph Ellison High School, CICS Northtown Academy High School, and CICS Wrightwood Elementary School. We believe through collective effort, we will have collective impact. Position Summary: The Temporary Section 504 Coordinator supports Meridian Charter Schools in ensuring the appropriate identification, evaluation, eligibility determination, plan development, implementation, and monitoring of students who may qualify for protections and services under Section 504 of the Rehabilitation Act of 1973. Duties and Responsibilities: Mission, Vision, Core Values: Support a comprehensive vision for equitable access and specialized student supports that aligns with Meridian Charter Schools' mission and values. Collaborate with the Special Education Manager and Coordinators, and school-based teams to ensure students with disabilities have equitable access to academic, non-academic, and extracurricular opportunities and are provided the accommodations, services, and supports necessary to access their educational program. Ethics and Professional Norms: Ensure Section 504 practices comply with applicable federal and state laws and regulations, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), as well as applicable ISBE requirements and CPS policies and procedures. Maintain confidentiality of student records and sensitive information and ensure that Section 504 processes protect the procedural rights of students and their parents/guardians. Equity and Cultural Responsiveness: Ensure each student is treated fairly and respectfully and that Section 504 decisions are made based on individual student needs. Support teams in considering the student's educational, cultural, linguistic, health, and disability-related needs when determining eligibility, accommodations, services, and supports. Promote equitable access and nondiscriminatory practices throughout the Section 504 process. Community of Care and Support for Students: Promote learning environments in which students with disabilities have equitable access to academic learning, school activities, programs, and opportunities. Collaborate with school teams to identify and remove disability-related barriers that may interfere with a student's access to or participation in the educational environment. Professional Capacity of School Personnel: Provide guidance, technical assistance, and professional development to school leaders, teachers, related service providers, and other staff regarding Section 504 requirements, procedures, accommodations, documentation, and implementation. Support staff in understanding their individual responsibilities for implementing Section 504 Plans as written. Professional Community for Teachers and Staff: Collaborate with educators, related service providers, nurses, school leaders, and other relevant personnel to coordinate Section 504 referrals, evaluations, eligibility determinations, plan development, and reviews. Serve as the Section 504 Coordinator and chairperson for assigned Section 504 meetings. Ensure appropriate team members are identified and participate based on the student's presenting needs and suspected area of disability. Coordinate the Section 504 process, including: Receive and coordinate referrals for initial Section 504 evaluations. Ensure required pre-conference activities and documentation are completed within applicable timelines. Coordinate the collection and review of relevant educational, medical, behavioral, attendance, assessment, and other student data needed for Section 504 decision-making. Ensure appropriate parent/guardian consent and notices are obtained and documented when required. Convene and facilitate initial, eligibility, annual review, reevaluation, and other Section 504 meetings as appropriate. Ensure required and relevant Section 504 team members participate in meetings. Facilitate team-based decisions regarding Section 504 eligibility and the student's individual needs. Coordinate the development and completion of Section 504 Plans, including appropriate accommodations, services, supports, and health-related plans when applicable. Ensure meeting discussions, decisions, and the team's decision-making process are appropriately documented. Provide parents/guardians with completed Section 504 Plans and applicable procedural safeguards. Ensure completed Section 504 Plans are appropriately maintained within required student information and documentation systems. Coordinate subsequent meetings and reviews related to a student's Section 504 Plan. Meaningful Engagement of Families and Communities: Ensure parents and guardians are meaningfully involved throughout the Section 504 process and have access to information necessary to understand their child's rights and educational supports. Communicate clearly with families regarding referrals, evaluations, eligibility, meetings, accommodations, services, procedural safeguards, and next steps. Ensure families have opportunities to participate in decision-making and ask questions throughout the process. Operations and Management: Maintain accurate and organized Section 504 documentation and monitor compliance with applicable timelines and procedural requirements. Utilize CPS systems, including the Special Education Student Management (SSM) system, and other Meridian tracking tools as applicable to maintain student records and monitor Section 504 processes. Monitor Section 504 caseloads and compliance across assigned campuses, including: Upcoming and overdue Section 504 meetings and reviews Initial evaluation and eligibility timelines Required parent/guardian notices and consent Completion and distribution of Section 504 Plans Documentation of accommodations and services Implementation of accommodations and related services identified in Section 504 Plans Access to Section 504 Plans for teachers and other staff responsible for implementation Required supporting documentation, including applicable physician orders, emergency action plans, and individualized health care plans Student transfers and continuity of Section 504 supports Section 504 Plan Implementation and Monitoring: Ensure staff responsible for implementing a student's Section 504 Plan are informed of their responsibilities and have access to the current plan. Monitor implementation of accommodations, supports, and services outlined within Section 504 Plans and work with school teams to address identified implementation concerns. Support teams in reviewing student data to determine whether accommodations remain appropriate and effective. School Improvement: Use Section 504 data and compliance information to identify trends, areas of strength, and opportunities for improvement across Meridian schools. Provide regular updates to the Special Education Manager regarding Section 504 caseloads, upcoming timelines, compliance status, implementation concerns, and areas requiring additional school-based support. Collaborate with school leaders to strengthen systems that ensure students with disabilities have equitable access to educational opportunities. Transition and Temporary Assignment Responsibilities: Maintain organized documentation and tracking systems that allow for continuity of Section 504 processes beyond the temporary assignment. Prior to the conclusion of the assignment, provide the Special Education Manager and/or designated staff member with an updated status of all active Section 504 cases, upcoming deadlines, pending evaluations or meetings, identified compliance concerns, and necessary follow-up actions. Perform other duties as assigned. Qualifications: Certification: Must hold an active ISBE Endorsement for LBS1. Education Level: Bachelor's degree from an accredited college or university required; Master's degree in Education, Special Education, or a related field highly preferred. Experience: Experience working within a K–12 educational setting and demonstrated experience supporting students with disabilities, Section 504 processes, special education, student services, or related compliance systems. Section 504 Knowledge: Working knowledge of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), procedural safeguards, disability-based accommodations, and requirements related to the identification, evaluation, placement, and educational access of students with disabilities. CPS/ISBE Knowledge: Knowledge of CPS Section 504 procedures and ISBE requirements and guidance strongly preferred. Experience utilizing CPS student information or specialized services systems, including SSM, preferred. Facilitation Skills: Ability to facilitate collaborative, legally compliant meetings involving families, educators, related service providers, administrators, and other stakeholders. Organization and Compliance: Strong organizational skills with the ability to manage multiple student cases, timelines, meetings, records, and compliance requirements simultaneously. Communication and Collaboration: Excellent communication and interpersonal skills, with the ability to collaborate effectively with various stakeholders. Results-Oriented: Strong analytical and problem-solving skills, with the ability to use data to drive decision-making. Change Management: Demonstrate ability to work in a fast-paced, dynamic environment and adapt to changing priorities. Educational Ethics: Passion for education and a commitment to promoting equity and inclusivity in the learning environment. Passionate about promoting equity and inclusion in education, with a commitment to dismantling systemic barriers. Physical Job Requirements: The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 80% sitting, 10% walking and 10% standing. This job is performed in a generally clean and climate controlled environment. Note: Note: This job description is intended to provide a general overview of the responsibilities and qualifications. Specific duties and responsibilities may evolve as per the organization's needs and growth. Duties and responsibilities are drawn from the research on Professional Standards for Educational Leaders established by the National Policy Board for Educational Administration (NPBEA). This job description will aid in the reviewing of key performance indicators alongside individual feedback cycles. Join Meridian Charter Schools and contribute to our mission of providing exceptional education and support to all students. This position is an opportunity to make a significant impact on the lives of students and their families. You are a dedicated and visionary leader with a passion for inclusive education. Meridian Charter Schools is an equal opportunity employer , committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal leadership role. Compensation: Meridian Charter Schools provides a competitive salary and benefits package. We are also committed to supporting professional growth/membership educational organizations that align with our work and demonstrate a transformative impact on participants. #J-18808-Ljbffr CICS Ralph Ellison Academy