Special Education Center-based Program Coordinator (SY 2026-27)

Special Education Center-Based Program Coordinator

HCPA is a Title I Charter School that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. The Special Education Center-Based Program Coordinator will be responsible for ongoing planning, support, and monitoring of the special education center-based programs throughout the district. This is accomplished through collaboration with building administration, the special education manager, special education coordinators, building staff, and other stakeholders. The Center-based coordinator will be responsible for supporting, facilitating and guiding effective, compliant special education services.

Responsibilities

• Monitors and collaborates with special education staff and district/building administrators in developing and adjusting programming for special education students in the setting III programs to ensure a safe and educational environment.
• Collaborates and assists the Special Education Manager in the supervision, coordination, evaluation and daily accountability of special education and related services personnel within the setting III programs.
• Provides a comprehensive system for staff development to assure compliance with special education laws, rules and to improve skills in research-based practices.
• Collaborates with the Director, building administrators and special education manager and coordinators in screening, interviewing, and recommends the hiring of certified candidates of special education teachers and educational assistants / paraprofessionals within the setting III programs.
• Collaborates with building Director, special education manager, and coordinators in evaluating and supervising various departmental staff within the setting III programs.
• Plans and implements professional development opportunities for all staff related special education program needs within the setting III programs.

Manage Special Education Operations

• Provide for efficient and appropriate day to day operations of the Special Education setting III programs. Manage and support the assignment of paraprofessionals and oversee their daily activities.
• Attend, as district representative at IEP team meetings for Setting III students.
• Support the scheduling of and collaboration with contracted service providers.
• Support accurate record keeping and progress tracking of each student with disabilities within the setting III programs.
• Support/coach fellow special education teachers within Setting III programs in parent communications regarding children with special needs and their programming.
• Promote the school and the Setting III special education program that are offered with current and prospective families.
• Coach Setting III special education teachers in areas where growth is needed as directed by administration.

Collaboration

• Communicates changes in due process requirements and provides special education setting III staff support in completing due process documentation and paperwork.
• Develops procedures for the dissemination of due process related information regarding student needs, accommodations, modifications, and health related conditions.
• Attends Setting III IEP meetings as requested by special education staff. Performs such duties with the support of the Director of Special Education and Special Education Manager as:
• Resolves, mediates and addresses complaints or concerns pertaining to due process/hearings or related issues.
• Advises, consults with and interprets special education requirements, rules, expectations or responsibilities to administrators, staff, building principals, parents and others.
• Attends and participates in IEP meetings for students with significant disabilities or where conflict is eminent.
• Facilitates, leads or participates in various parent meetings to present program options to families.
• Acts as a liaison for the child find process.

Special Education Due Process

• Ensure due process procedures are met for all setting III students at Hmong College Prep Academy.
• Support due process compliance by coaching fellow Setting III educators in meeting deadlines regarding IEP development, evaluation process, and progress reporting.
• Support fellow setting III special education teachers in completion of IEP, evaluation, and progress reports.
• Prepare and deliver professional development for general and special education teachers on topics related to special education and integrated services.

Other

• Supervise student activities, which may include:
• Bus duty assist with walking students to the busses at the end of the day
• Breakfast and/or lunch duty assist with monitoring based on a rotational schedule

Accountabilities

• Supports school goals and objectives consistent with the vision, mission, and values of HCPA.
• Participates in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts.
• Establishes and maintains effective and cooperative relationships with students, parents, teachers, and other school staff.
• Responds appropriately and promptly to parent, student, and staff member needs.
• Maintains strict confidentiality regarding students and the educational setting.

Engagement Activities

Volunteer activities

3 HCPA volunteer activities are required. These events take place outside of the traditional school day. Staff may select the activities that fit best with their interests and student grade level. These activities may include open houses, school dances, prom, concerts, etc.

Required activities:

• Grade Level Parent Meetings
• Fall and Spring Parent /Teacher Conferences
• HCPA Graduation

Misc. Committees

There are many additional opportunities for members of the HCPA teaching staff to engage with the community and personally expand their skills. Participation in these committees is highly encouraged

Requirements

Required Qualifications

• MN teaching license in a Special Education field.
• At least 3 years of successful experience in a licensed special education role.
• Knowledge of laws, rules, statutes and guidelines related to special education programming and requirements.
• Knowledge of due process requirements, rules, regulations and implications for special services.
• Knowledge of medical assistance requirements, eligibility requirements and service requirements.
• Instructional strategies, concepts, principles, methods, best practices and trends dealing with issues of child development, special education and instructional methods.
• School administrative policies and procedures in the area of budgeting, human resources, and general district operations.
• Knowledge of state reporting and funding requirements for special service programs.
• Knowledge of resources, service alternatives and options available to children with special needs.
• Fundamentals of supervision.
• Keeps abreast of changing developments, trends, and technologies within the field.
• Demonstrate initiative to make things happen.
• Desire to expand job knowledge and improve performance.
• The ability to concentrate on a task over a period of time without being distracted.
• The ability to assume initiative and work independently.
• Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds.
• Ability to communicate effectively, both verbally and in writing.
• Excellent organizational and time management skills; ability to multi-task.
• Knowledge of the programs, functions, and procedures of a school setting.
• Ability to remain calm in emergency and stressful situations.
• Ability to exercise initiative and sound and effective judgment within established guidelines.

Preferred Qualifications

• Master's Degree with emphasis in Special Education preferred.

Other Information

Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.

Work Environment/Conditions

• Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible.
• Position requires extensive interaction with children of all ages.
• Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly).
• Operate standard equipment (computer, fax machine, telephone, copier machines, etc.).
• Fast-paced environment.
• Requires frequent keyboarding which calls