Director of Special Programs, East Valley School District, 1.0 FTE

Special Programs Director

The Director of Special Programs will continue to support our strong existing systems, deeply committed staff, and our strong culture grounded in advocacy, inclusion, collaboration, and student-centered decision-making.

East Valley is seeking a leader who will:

• Listen before acting
• Learn the systems already in place
• Build relationships and trust
• Support and advocate for students and staff
• Strengthen and refine existing programs
• Address sustainability and workload concerns thoughtfully

East Valley's strong focus to maintaining a student-first mindset Special Programs Director will:

• Do what is best for students, even when difficult
• Maintain high expectations for all learners
• Continue inclusive practices and equitable access
• Support students with high and complex needs
• Preserve strong ML and Special Education advocacy

East Valley's Director as a relational leader is of great importance who:

• Is visible in schools and classrooms
• Knows staff, students, and programs personally
• Listens before making changes
• Builds trust through consistency and transparency
• Responds quickly and follows through
• Supports staff during difficult situations

The current direction of Special Programs in East Valley values:

• Existing inclusive practices
• Current DI and ML programming
• Collaborative systems
• MTSS structures
• Cohesive district practices
• Student-centered decision-making models

East Valley is seeking a director with strong technical expertise who can confidently guide and balance:

• IDEA and 504 compliance
• Washington State eligibility changes
• MTSS implementation
• Inclusion practices
• IEP systems
• Specialized programming
• Professional development
• Legal and instructional expertise
• Systems thinking and organization
• Ethical and compassionate decision-making
• Strategic leadership and communication

The Director of Special Programs will be successful by:

Listening First

• Seeking to understand before implementing change
• Learning the history and strengths of the district
• Listening to teachers, therapists, psychologists, ML staff, and administrators

Being Visible and Present

• Spending time in schools and classrooms
• Observing programs firsthand
• Meeting staff, students, and families
• Understanding the realities of day-to-day work

Building Trust and Relationships

• Establishing rapport with teams
• Communicating clearly and consistently
• Supporting staff during challenges
• Valuing staff expertise and voice

Supporting Existing Work

• Continuing current momentum
• Respecting existing systems and programming
• Aligning work with the district vision and Strategic Plan
• Avoiding unnecessary disruption

Demonstrating Student-Centered Leadership

• Keeping student needs at the center of decisions
• Supporting inclusive practices
• Advocating for equitable services and supports

Job Summary:

Under the direction of the Superintendent, the Director coordinates, supervises and evaluates special education programs and staff and works with general education, support staff, building administrators and parents to develop appropriate programs for special education students who receive services in PK-22. The position also supervises all District May direct other programs designed to expand access for at-risk learners. This position requires knowledge of Special Education and Early Childhood procedures and regulations, Multilingual education, and the ability to assume responsibility and work effectively under pressure while maintaining confidentiality, and the demonstration of strong interpersonal skills.

Essential Job Functions:

• Oversight, coordination, support, and management of special programs for students Pre K- 22.
• Maintain positive working relations and communication with children and families of diverse population, socioeconomic and ethnic backgrounds.
• Establishes collaborative professional relationships with principals, program directors and staff to coordinate MTSS systems of support in partnership with Teaching and Learning, ensuring that specialized instruction needs are met, including the use of assistive technologies.
• Implement systems for ongoing examination of summative and formative assessment measures, along with demographic, perception, and program data, to inform continuous improvement planning.
• Develops plan for and implements data collection and analysis of program effectiveness to provide regular program evaluative feedback with suggested plans for amelioration of any targeted areas of concern to Superintendent or designee.
• Compiles data from a variety of sources in accordance with district, state, and federal guidelines and regulations to create appropriate communications, reports, memoranda, resolutions, agreements, letters, and other written material for appropriate staff and stakeholders.
• Provides resources and services to customize data reports at the program, school and classroom level in order to inform continuous improvement planning and actionable intervention support.
• Regularly visits schools and other departments and develops consistent use of protocols that contribute to improved teaching and resource and curriculum alignment to ensure high quality learning for all students.
• Conduct performance evaluations of certificated and classified staff including development of plans of improvement or recommendations of disciplinary action or termination; provide or assure training as needed.
• Develop the program budget, policies and procedures which ensure that the district is in compliance with state and federal requirements, e.g. identification, assessment, placement and provision of services; plan for short- and long-term program needs.
• Prepare reports as required by district, OSPI and other agencies, including writing and monitoring IDEA grant and Safety Net applications.
• Identify and communicate staffing requirements of special education programs for certificated and classified staff based on student enrollment; recruit and recommend the selection and assignment of special education program staff.
• Monitor and communicate the importance of system-wide alignment of programs and practices with the district's policies and vision as well as federal and state requirements.
• Ensure transportation services are effectively delivered to students with special needs through partnership with the transportation department.
• Assist with management of the special education Extended School Year (ESY).
• Serve as a resource to parents of special needs students on topics such as Special Services program standards, requirements, and guidelines.
• Manage the alternative assessment and district assessments for special education students.
• Coordinate 504 accommodation process for applicable students in regular education.
• Serve as the Section 504 Coordinator for East Valley School District.
• Evaluate OT/PT and school psychologists.
• Meet and collaborate with parents, staff, and outside agencies using problem-solving methods to ensure that individual student programs are implemented appropriately.
• Engage in positive mutually beneficial contacts with local, state, and federal agencies and other civic and educational organizations to promote the vision of the district.
• Serve as a member of the District's leadership team, performing related duties consistent with the scope and intent of the position as assigned.
• Maintains complex and confidential electronic and physical files and records in accordance with the appropriate records retention timelines.
• Actively pursue training to increase professional competencies.
• Lead the evaluation and selection of out of district student placements when needed.
• Use technology for communication, presentations, training, and workshops.
• Effectively a MTSS approach and communicate with parents to ensure a positive learning environment.
• Participate in special projects as assigned and perform related duties and key responsibilities consistent with the scope and intent of the position.
• Maintain consistent presence at assigned worksite and regular work hours.
• Professionally interact