Supervisor of Whole Child

Location: Jefferson Township LSD Board of Education Jefferson Township Local School District Job Description Supervisor of Whole Child Reports to: Superintendent Job Status: Full Time Days: 230 days Job Goal The Supervisor of Whole Child provides visionary leadership for district-wide student support services to ensure every student has equitable access to academic, behavioral, social-emotional, and specialized educational supports necessary for success. The Supervisor oversees the district's Special Education, Title I, Family Engagement, and Integrated Multi-Tiered System of Supports (iMTSS) programs while ensuring compliance with all federal, state, and local requirements. This position collaborates with district and building leadership, families, and community partners to develop systems that promote academic achievement, student well-being, inclusion, and positive outcomes for every learner. Minimum Qualifications Master's Degree in Educational Leadership, Special Education, Curriculum and Instruction, or a related field. Successful administrative experience preferred. Extensive knowledge of federal and state laws governing Special Education, Title I, Section 504, and related educational programs. Demonstrated expertise in identifying, implementing, and evaluating instructional programs and service options for students with disabilities. Knowledge of Ohio's Integrated Multi-Tiered System of Supports (iMTSS), PBIS, and evidence-based intervention practices. Experience analyzing student achievement data to improve instructional programming and guide the effective use of federal funds. Demonstrated ability to collaborate with community agencies, educational service centers, and outside organizations to support student success. Strong organizational, communication, leadership, and problem-solving skills. Evidence of a satisfactory criminal background check as required by Ohio law. Essential Duties and Responsibilities Leadership and Student Services Provide leadership for the district's Whole Child initiatives, ensuring students receive academic, behavioral, social-emotional, and specialized supports. Supervise the Special Education Coordinator and Title I Coordinator while providing oversight for district student support services. Collaborate with district leadership and external stakeholders (i.e. State Support Team) to improve student outcomes through coordinated systems of support. Promote equitable access to educational opportunities for all students. Foster productive partnerships with families, community agencies, and outside service providers. Special Education Oversee the implementation and administration of all district Special Education programs. Ensure compliance with the Individuals with Disabilities Education Act (IDEA), Ohio Operating Standards, and all applicable state and federal regulations (i.e. assists with the identification, evaluation, preparation of parent conferences, IEP, ETR, FBA/BIP, iMTSS, transition, intervention etc.). Assist in the development of periodic reviews to ensure that appropriate services are provided for students meeting eligibility requirements. Maintains ongoing communications with special education staff. Monitor IEP development, implementation, timelines, evaluations, reevaluations, and procedural safeguards. Ensure students receive services in the Least Restrictive Environment (LRE) appropriate to their individual needs. Support building administrators in addressing complex special education concerns, discipline, manifestation determinations, and due process requirements. Coordinate Child Find activities and ensure timely identification and evaluation of students with disabilities. Analyze special education data to improve student achievement and program effectiveness. Provide professional development related to special education laws, inclusive practices, and evidence-based instructional strategies. Provide district oversight for programs and services that support English Learners (ELs) in accordance with federal and state laws and regulations. Collaborate with building administrators and instructional staff to ensure English Learners have equitable access to high-quality instruction, interventions, and educational opportunities. Monitor compliance with state and federal requirements related to the identification, assessment, placement, progress monitoring, and reclassification of English Learners. Coordinate the development, implementation, and evaluation of instructional supports that address the academic and language acquisition needs of English Learners. Ensure English Learners receive appropriate accommodations on district and state assessments. Analyze English Learner achievement and language proficiency data to identify trends, monitor student progress, and inform continuous improvement efforts. Provide professional learning and technical assistance to administrators and staff regarding evidence-based instructional practices and legal requirements for serving English Learners. Collaborate with families of English Learners by providing meaningful communication, translated materials when appropriate, and opportunities for engagement in their child's education. Coordinate with community agencies and educational partners to identify resources that support English Learners and multilingual families. Promote inclusive educational practices that value linguistic and cultural diversity while supporting equitable student outcomes. Integrated Multi-Tiered System of Supports (iMTSS) Lead the district-wide implementation and continuous improvement of iMTSS. Coordinate academic, behavioral, attendance and social-emotional intervention systems across all schools. Utilize data to identify student needs, monitor intervention effectiveness, and guide instructional decision‑making. Collaborate with building teams to strengthen Tier I instruction and develop targeted Tier II and Tier III interventions. Support implementation of Positive Behavioral Interventions and Supports (PBIS) and restorative practices. Monitor chronic absenteeism and collaborate with school teams to develop intervention strategies that improve student engagement and attendance. Title I Programs Coordinate the planning, implementation, monitoring, and evaluation of all Title I programs. Develop and oversee the annual Title I budget and ensure compliance with federal requirements. Monitor the appropriate expenditure and documentation of Title I funds. Collaborate with district and building leaders to develop the annual Title I plan and comprehensive needs assessment. Ensure all Title I programming supports district academic priorities and improves student achievement. Provide guidance regarding allowable expenditures and compliance requirements. Prepare reports and documentation required by state and federal agencies. Serves as a liaison between and meets monthly with the outside agencies receiving JTLSD Title 1 funds. Collaborates with MCESC Excellence and Innovation Supervisor Participates as an active member of the District Leadership Team, iMTSS Team, ? Maintain the confidentiality of privilege information Provides Special Education and Title 1 updates to the JTLSD quarterly. Create family engagement opportunities to engage families in their children's education learning process to ensure their voices are heard. Positive Behavioral Interventions and Supports (PBIS) Provide district leadership for the implementation, monitoring, and continuous improvement of Positive Behavioral Interventions and Supports (PBIS) across all schools. Collaborate with building administrators and PBIS teams to establish safe, positive, equitable, and inclusive learning environments that promote student success. Support the development and implementation of school‑wide behavioral expectations, acknowledgment systems, and restorative practices that foster positive student behavior. Monitor behavioral data, including office discipline referrals, suspensions, expulsions, attendance, and other early warning indicators, to guide decision‑making and improve student outcomes. Coordinate PBIS implementation within the district's Integrated Multi‑Tiered System of Supports (iMTSS), ensuring alignment between academic, behavioral, attendance, and social‑emotional supports. Provide professional learning and coaching to administrators, teachers, and support staff on evidence‑based behavior management strategies, trauma‑informed practices, restorative approaches, and de‑escalation techniques. Assist schools in developing Tier II and Tier III behavioral interventions and individualized student support plans. Collaborate with families, mental health providers, and community agencies to coordinate behavioral supports and services that address students' individual needs. Evaluate the effectiveness of PBIS implementation through fidelity measures and student outcome data, recommending continuous improvements to strengthen school climate and culture. Promote equitable disciplinary practices that reduce exclusionary discipline while increasing student engagement, attendance, and academic achievement. Program Management Analyze district data to evaluate program effectiveness and recommend continuous improvements. Assist in the development of district policies, procedures, and strategic initiatives related to student services. Coordinate contracted services and partnerships with outside agencies. Participate in district leadership meetings and strategic planning. Assist with grant development and management when appropriate. Maintain accurate records and prepare required reports. Professional Responsibilities Remain current on educational research, legislation, and best practices affecting student services. Participate in ongoing professional learning. Perform other duties as assigned by the Superintendent. Knowledge, Skills, and Abilities Thorough knowledge of Special Education law, Title I regulations, and Ohio educational requirements. Knowledge of iMTSS, PBIS, behavioral supports, and evidence‑based intervention systems. Strong leadership, communication, organizational, and interpersonal skills. Ability to analyze complex data and develop strategic recommendations. Ability to establish collaborative relationships with staff, families, and community partners. Demonstrated commitment to educational equity and continuous improvement. Physical Demands and Working Conditions The employee must possess the physical ability to perform the essential functions of the position, including traveling between district buildings, attending meetings, operating office technology. #J-18808-Ljbffr Dayton Area School Consortium