Campus 504/At-Risk Coordinator

This 504 coordinator will serve the Middle School and Early Childhood Campus

Primary Purpose:


Coordinate the Section 504 program for the campus. Provide support to students, parents, teachers, counselors, and administrators in the identification, evaluation, and development of individualized plans designed to support students in need of intervention. Ensure campus alignment and compliance with House Bill 1416. Support Multi-Tiered Systems of Support (MTSS) to address student academic and behavioral needs.

Qualifications:


Education/Certification:


Preferred Master's degree


Valid Texas teaching certificate

Special Knowledge/Skills:


Knowledge of federal and state 504 law, academic and behavioral response to intervention best practices, ESL best practices, at-risk best practices


Understanding of the individual needs of at-risk students


Ability to communicate with at-risk students and their parents


Ability to implement policy and procedures


Ability to interpret data


Strong organizational, communication, and interpersonal skills

Experience:


Preferred -


Experience with 504 planning or MTSS


AND


Minimum of 3 years of experience as a classroom teacher

Major Responsibilities and Duties:

Program Management

1. Work cooperatively with directors and campus principals in developing and implementing Section 504 programs.
2. Consult with and assist campus-based administrators, professionals, teachers, and parents to meet the educational needs of students eligible for Section 504 services.
3. Assist campus teams in writing 504 plans that allow student access to the full range of educational and co-curricular opportunities that are available to all other eligible students in the district. Evaluate the necessity for specific accommodations.
4. Ensure campus teams monitor and review 504 plans at least once per school year.
5. Assist in coordinating and planning with outside agencies or persons who act as independent advocates of students where a 504 evaluation has been requested or where a 504 grievance or formal written complaint has been made.
6. Promote, coordinate, and disseminate communication among staff, teachers, students, and the community regarding the prevention of discrimination based on disability, as appropriate.
7. Support the implementation of Multi-Tiered Systems of Support (MTSS), helping to identify students who need additional academic or behavioral interventions and working with staff to develop appropriate action plans and monitor progress.
8. Ensure compliance with House Bill 1416, monitoring its impact on student services and collaborating with administrators to implement necessary changes.
9. Establish and maintain partnerships with community organizations to provide additional services and resources to students, including mentorship, academic support, and social services.
10. Participate in school-wide initiatives that promote student engagement, inclusion, and success, focusing on both academic and social-emotional growth.

Consultation

1. Assist campuses in the development, implementation, and/or participation in professional development of instructional methodologies that allow curriculum accommodations and differentiated instruction based on student learning needs resulting from dyslexia, a disability, specific condition, or impairment.
2. Plan and conduct parent meetings. Consult with parents, administrators, counselors, teachers, community agencies, and other relevant individuals regarding dyslexia and 504 students.

Student Management

1. Demonstrate support for the district's student management policies and expected student behavior related to 504, academic and behavioral response to intervention, and at-risk programs.

Policy, Reports, and Law

1. Implement the policies established by federal and state law, State Board of Education rule, and local board policy in area of special education, 504, academic and behavioral response to intervention, and at-risk programs. Recommend sound policies and procedures to improve programs.
2. Compile, maintain, and file all reports, records, and other documents required. Ensure that accurate data is reported through PEIMS.
3. Comply with policies established by federal and state law, State Board of Education rule, and the local board policy.
4. Follow district safety protocols and emergency procedures.

Communication and Community Relations

1. Establish and maintain a professional relationship and open communication with principals, teachers, staff, parents, and community members.
2. Serve as district liaison to community agencies providing services to students and notify parents and students of available services.
3. Articulate the district's mission and goals in the area of 504, academic and behavioral response to intervention and at-risk to the community and solicit its support in realizing the mission.
4. Demonstrate awareness of district-community needs and initiate activities to meet those needs.
5. Use appropriate and effective techniques to encourage community and parent involvement.

Supervisory Responsibilities:


None.

Mental Demands/Physical Demands/Environmental Factors:


Tools/Equipment Used: Standard office equipment including personal computer and peripherals


Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, twisting


Motion: Repetitive hand motions, frequent keyboarding and use of mouse


Lifting: Occasional light lifting and carrying (less than 15 pounds)


Environment: Frequent districtwide travel; occasional statewide travel


Mental Demands: Work with frequent interruptions; maintain emotional control under stress