Section 504 Coordinator

Section 504 Coordinator Trinity Basin Preparatory, Inc Central Admin - Grand Prairie, Texas Open in Google Maps This job is also posted in ESC Region 11 District Consortium Job Board , and Trinity Basin Preparatory, Inc. Job Details Job ID: 5921564 Application Deadline: Oct 30, 2026 11:59 PM (Central Standard Time) Posted: Sep 10, 2026 5:00 AM (UTC) Starting Date: Immediately Job Description

PRIMARY PURPOSE

The Section 504 Coordinator is responsible for coordinating, monitoring, and supporting the district’s compliance with Section 504 of the Rehabilitation Act of 1973 and other applicable federal, state, and local requirements. The coordinator provides guidance and technical assistance to campus administrators, teachers, staff, parents, and Section 504 committees regarding referrals, evaluations, eligibility determinations, accommodation plans, implementation, procedural safeguards, and required documentation. The coordinator serves as a liaison between assigned campuses and the Special Education Department and works collaboratively to ensure eligible students receive appropriate accommodations, services, and access to educational programs and activities.

QUALIFICATIONS

Education/Certifications

• a) Master’s degree from an accredited college or university required.
• b) Valid Texas teaching certificate required.
• c) Texas principal or mid-management certificate preferred.
• d) Section 504, special education, counseling, assessment, or related training preferred.

Knowledge & Skills

• a) Thorough knowledge of Section 504 of the Rehabilitation Act of 1973 and applicable federal and state requirements.
• b) Knowledge of the Americans with Disabilities Act, special education regulations, and the distinctions between Section 504 and IDEA eligibility.
• c) Knowledge of student referral, evaluation, eligibility, placement, accommodation, and procedural safeguard requirements.
• d) Understanding of the academic, behavioral, physical, and health-related needs of students with disabilities.
• e) Ability to interpret student records, evaluation data, medical information, academic performance, and progress-monitoring data.
• f) Ability to facilitate meetings and support committees in making individualized, data-informed decisions.
• g) Ability to develop, implement, and monitor policies, procedures, and compliance systems.
• h) Ability to provide effective coaching, technical assistance, and professional development.
• i) Strong organizational, analytical, communication, documentation, and interpersonal skills.
• j) Ability to manage multiple priorities, meet deadlines, and maintain accurate and confidential records.
• k) Ability to communicate effectively with students, parents, teachers, administrators, service providers, and community members.
• l) Ability to work independently with minimal supervision while contributing effectively to a collaborative professional team.
• m) Commitment to confidentiality, equity, professionalism, and student-centered decision-making.

Preferred Experience

• a) Five years of successful teaching, counseling, assessment, special education, or related educational experience preferred.
• b) Experience coordinating or managing Section 504 services at the campus or district level preferred.
• c) Experience facilitating Section 504 meetings and developing student accommodation plans preferred.
• d) Experience supporting both elementary and secondary campuses preferred.

GENERAL RESPONSIBILITIES & DUTIES

• a) Maintain regular attendance and punctuality.
• b) Support and align all work with the mission, vision, beliefs, and strategic priorities of the district.
• c) Follow and support Board policies and administrative procedures within assigned areas of responsibility.
• d) Protect the confidentiality of student, parent, and employee information.
• e) Manage district resources responsibly and effectively to maximize support for student learning.
• f) Contribute to the development and implementation of district and campus improvement plans.
• g) Participate in ongoing professional learning to improve work quality, legal compliance, and districtwide support.
• h) Model integrity, sound judgment, professionalism, and a strong work ethic.
• i) Collaborate with district and campus leaders to promote equitable access and appropriate support for students with disabilities.

MAJOR RESPONSIBILITIES & DUTIES

ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to the following. Other duties may be assigned by the Director of Special Education: Section 504 Program Management and Compliance

• a) Coordinate the district’s Section 504 program and support consistent implementation of Section 504 requirements across assigned campuses.
• b) Develop, review, communicate, and support district procedures related to Section 504 referrals, evaluations, eligibility determinations, accommodation plans, reevaluations, discipline, procedural safeguards, and records management.
• c) Monitor campus compliance with required timelines, meeting procedures, notices, consent requirements, documentation standards, and implementation expectations.
• d) Conduct periodic audits of Section 504 records and documentation to identify compliance concerns, training needs, and opportunities for improvement.
• e) Assist campuses with correcting identified compliance concerns and developing appropriate corrective-action plans.
• f) Maintain systems for tracking referrals, evaluations, eligibility determinations, annual reviews, reevaluations, manifestation determination reviews, and other required actions.
• g) Ensure Section 504 forms, notices, plans, and procedural safeguard documents are current, accessible, and used consistently across the district.
• h) Remain informed of changes in federal and state requirements, agency guidance, and relevant legal developments affecting Section 504 services.

Referral, Evaluation, and Eligibility Support

• a) Provide guidance to campus teams regarding the identification and referral of students who may have a physical or mental impairment that substantially limits one or more major life activities.
• b) Support campus intervention teams, MTSS teams, administrators, counselors, nurses, and teachers when a Section 504 referral is being considered.
• c) Ensure Section 504 committees review multiple sources of relevant information when considering evaluation, eligibility, placement, accommodations, and services.
• d) Support Section 504 committees in making individualized decisions based on student needs and documented information.
• e) Assist campuses with obtaining and reviewing educational, behavioral, medical, attendance, assessment, and other relevant information.
• f) Ensure that Section 504 eligibility and accommodation decisions are not based solely on a diagnosis, disability label, or parent or staff request.
• g) Provide technical assistance regarding students who may qualify under both Section 504 and other educational programs while maintaining the appropriate distinctions among programs.

Section 504 Plans and Implementation

• a) Assist Section 504 committees with developing clear, individualized, and educationally appropriate accommodation plans.
• b) Monitor the implementation and effectiveness of Section 504 plans across instructional and noninstructional settings.
• c) Ensure appropriate staff members receive timely access to and understand their responsibilities under each assigned student’s Section 504 plan.
• d) Collaborate with teachers, administrators, counselors, nurses, testing coordinators, and other staff to address barriers affecting student access, participation, and progress.
• e) Support campuses in reviewing student progress and determining whether accommodations or services should be continued, revised, or discontinued.
• f) Assist campuses with coordinating approved accommodations for classroom instruction, district assessments, state assessments, extracurricular activities, transportation, health services, and other district programs, as applicable.
• g) Address concerns regarding delayed, inconsistent, or ineffective implementation of Section 504 accommodations.

Student Discipline and Protections

• a) Provide guidance regarding disciplinary protections and procedures for students eligible under Section 504.
• b) Assist campuses in determining when a disciplinary change of placement may occur and when a manifestation determination review is required.
• c) Support Section 504 committees in conducting manifestation determination reviews and documenting decisions appropriately.
• d) Collaborate with campus administrators and behavioral support staff to ensure disciplinary decisions comply with applicable student protections.
• e) Assist with the review and development of behavioral accommodations and support plans when appropriate.

Instructional and Campus Support

• a) Provide coaching, consultation, and technical assistance to campus administrators, teachers, counselors, nurses, and other personnel.
• b) Help staff understand the distinction between high-quality instruction, general education interventions, Section 504 accommodations, special education services, and temporary supports.
• c) Collaborate with campus teams to identify and address academic, behavioral, physical, health-related, and accessibility barriers.
• d) Support transition planning and continuity of services when students move between campuses, grade levels, or educational settings.
• e) Assist campus leaders in establishing effective systems for communicating, implementing, and monitoring Section 504 plans.

Training and Staff Development

• a) Develop and deliver annual and ongoing professional development regarding Section 504 requirements, district procedures, documentation, confidentiality, eligibility, accommodations, discipline, and staff responsibilities.
• b) Provide orientation and training to newly hired campus administrators, counselors, teachers, nurses, and other staff with Section 504 responsibilities.
• c) Develop guidance documents, checklists, templates, presentations, and other resources to support consistent districtwide practices.
• d) Identify trends and recurring areas of concern and recommend targeted training, coaching, or procedural improvements.

Communication and Community Relations

• a) Establish and maintain positive, professional relationships with students, parents, campus administrators, teachers, staff, and community partners.
• b) Serve as a district and parent liaison regarding Section 504 referrals, evaluations, eligibility decisions, accommodation plans, procedural safeguards, and implementation concerns.
• c) Respond to parent and staff questions in a timely, professional, and solution-oriented manner.
• d) Support campuses in resolving concerns at the lowest appropriate level while protecting student and parent rights.
• e) Facilitate or participate in complex or sensitive Section 504 meetings as requested by the Director of Special Education.
• f) Clearly communicate the district’s responsibilities and commitment to providing eligible students equal access to educational programs and activities.

Policy, Records, and Reporting

• a) Compile, maintain, and submit required reports, records, correspondence, and other documentation accurately and within established timelines.
• b) Maintain secure and confidential Section 504 records in accordance with district procedures and applicable student-record requirements.
• c) Analyze district and campus data to identify referral, eligibility, accommodation, discipline, and compliance trends.
• d) Provide program updates and compliance reports to the Director of Special Education and other district leaders as requested.
• e) Assist with investigations, complaints, due-process matters, Office for Civil Rights inquiries, or other compliance reviews related to Section 504.
• f) Make recommendations to the Director of Special Education regarding program procedures, staffing, training, resources, and continuous improvement.
• g) Comply with applicable federal and state laws, State Board of Education rules, Texas Education Agency requirements, and local Board policy.
• h) Perform other duties as assigned by the Director of Special Education.

Supervisory Responsibilities (a) None unless otherwise assigned.

MENTAL AND PHYSICAL DEMANDS & ENVIRONMENTAL FACTORS

While performing the duties of this job, the employee is regularly required to sit; use hands to grasp, handle, or feel; and talk or hear. The employee is regularly required to stand, walk, and reach with hands and arms. The employee must occasionally lift and /or move up to 25 pounds. Position Type: Full-Time Job Requirements At least 5 year(s) of relevant experience preferred. Master degree preferred. Citizenship, residency or work visa required Contact Information Trinity Basin Preparatory 2730 N State hwy 360 Grand Prairie, Texas 75050 Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr Central Admin