Director - Compliance, Evaluation, and Related Services. Job in Fort Worth LilyLifestyle Jobs

Position Type: Leading District Professional/Director Date Posted: 5/12/2026 Location: To Be Determined Closing Date: Open Until Filled Director - Compliance, Evaluation, & Related Services Reports to: Executive Director, Specialized Learning and Inclusion Pay Grade: 309 Days: 239 Salary Range: $118,479 - $142,748 FSLA Status: Exempt Note: This is a grant-funded position and is contingent on availability of funds. Position Purpose Leads the districtwide execution and performance management of Special Education evaluation and related services, compliance, and records management within Specialized Learning to ensure a coherent, high-quality, and efficient system of service delivery across all campuses. Designs and implements integrated systems that improve evaluation timelines, strengthen the quality and precision of evaluations, and ensure consistent, evidence-based practices across psychological services, diagnostics, and speech-language services. Establishes and enforces clear performance expectations that drive a high-performance culture focused on timeliness, accuracy, and accountability. Oversees compliance integrity and records management systems to ensure all services and documentation meet federal, state, and TEA requirements. Ensures all systems result in timely access to services, consistent implementation across campuses, and improved outcomes for students with disabilities.

ESSENTIAL JOB FUNCTIONS

Leads the design, execution, and continuous improvement of a districtwide system for Special Education evaluation and related services that ensures timely, accurate, and high-quality service delivery across all campuses. Designs and implements integrated systems that align evaluation, related services, compliance, and records management into a coherent, performance-driven model within Specialized Learning. Establishes and drives a high-performance culture with clear expectations for evaluation timelines, service delivery, compliance integrity, and quality of evaluations, holding coordinators and staff accountable for results. Supervises, evaluates, and develops Coordinators overseeing diagnosticians, psychologists, and speech-language pathologists, ensuring strong performance management, coaching, and support structures. Leads the development and continuous improvement of evaluation and related services staff, ensuring all diagnosticians, psychologists, and speech-language pathologists deliver precise, timely, and high-quality services aligned to best-in-class practices, with no inconsistency in quality across any Fort Worth ISD campus. Leads the development and execution of a comprehensive data strategy to monitor evaluation timelines, service delivery, compliance indicators, and quality of evaluations, using data to identify gaps, address them in real time, and drive continuous improvement over time. Ensures the quality, consistency, and accuracy of all evaluations, including psychological, diagnostic, and speech-language assessments, grounded in evidence-based, best-in-class practices. Ensures all evaluations are precise, comprehensive, and grounded in evidence-based, best-in-class practices to reduce both overidentification and under identification, and to ensure all students including dually identified students receive accurate determinations and appropriate, aligned supports. Establishes and manages clear expectations, systems, and timelines for initial evaluations, re-evaluations, and service delivery to eliminate delays and ensure timely access to services for students. Oversees compliance with all federal, state, and TEA requirements related to Special Education evaluation, related services, and documentation, ensuring legal fidelity across the district. Leads the modernization and continuous improvement of Special Education records management systems, ensuring accurate, complete, and timely documentation while improving accessibility, efficiency, and responsiveness to campus leaders, families, and other stakeholders. Ensures alignment between evaluation, related services, and campus implementation, working closely with campus leaders to resolve issues and ensure consistent execution across schools. Develops and implements systems to monitor the fidelity of evaluation practices and service delivery across campuses, adjusting based on real time performance data and identified needs. Provides executive oversight of staffing models, supervision structures, and resource allocation to ensure appropriate coverage, improved supervisor-to-staff ratios, and increased access to services. Partners with internal departments and external stakeholders to ensure alignment of services, coordination of supports, and resolution of complex student cases. Monitors district and campus performance on key Special Education indicators, communicates progress, and leads the development of action plans to improve outcomes. Other Duties as Assigned Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required. Knowledge, Skills & Abilities Knowledge of Special Education evaluation and related services systems, including psychological services, diagnostics, and speech-language services, and how they are implemented across campuses. Knowledge of federal and state laws governing Special Education, including IDEA, TEA requirements, and compliance monitoring systems. Knowledge of Special Education eligibility determination, evaluation processes, and ARD procedures. Knowledge of best-in-class, evidence-based practices in evaluation, assessment, and service delivery for students with disabilities. Knowledge of the science of learning and its application to evaluation, intervention, and student support. Knowledge of Multi-Tiered Systems of Support (MTSS) and the relationship between intervention systems and Special Education identification. Knowledge of systems for accurate, compliant, and efficient Special Education records management. Knowledge of assessment systems, data collection, and progress monitoring to evaluate service quality and student outcomes. Knowledge of program management, staff supervision, and performance management in large, complex organizations. Knowledge of strategic planning, staffing models, and resource allocation aligned to district priorities. Skill in designing and implementing districtwide systems that improve evaluation timelines, service delivery, and compliance outcomes. Skill in building and managing high-performing teams with clear expectations, strong execution, and accountability for results. Skill in supervising and developing specialized staff, including diagnosticians, psychologists, and speech-language pathologists. Skill in using qualitative and quantitative data to identify gaps, address them in real time, and monitor trends over time. Skill in ensuring precision and consistency in evaluation practices to reduce overidentification and under identification. Skill in aligning evaluation, compliance, and service delivery systems to ensure coherence and efficiency across the district. Skill in managing complex operational systems, including records management, compliance tracking, and service delivery structures. Skill in communicating effectively and influencing stakeholders across all levels of the organization, including campus leaders and families. Ability to lead and manage a complex, districtwide system of evaluation, compliance, and related services that drives timely and high-quality outcomes. Ability to analyze and synthesize data to inform strategy, monitor performance, and drive continuous improvement. Ability to ensure compliance while maintaining a focus on service quality, timeliness, and student outcomes. Ability to establish and enforce high standards for accuracy, consistency, and accountability across all campuses. Ability to manage competing priorities and execute multiple high-stakes initiatives simultaneously. Ability to build strong, collaborative relationships with internal and external stakeholders. Ability to maintain a high-performance culture focused on results, precision, and continuous improvement. Ability to communicate effectively, both orally and in writing, with diverse stakeholders. Ability to work flexible hours, including evenings and weekends, as required to meet district priorities and deadlines. Travel Requirements Travels to District buildings and professional meetings as required. Travels as District Administrator on‑duty to student competitions in and out of state. Physical & Mental Demands, Work Hazards Tools/Equipment Used: Standard office equipment, including computer and peripherals. Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting. Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching. Lifting: Occasional light lifting and carrying (less than 15 pounds). Environment: Works in an office setting; may require occasional irregular and/or prolonged hours. Attendance: Regular and punctual attendance at the worksite is required for this position. Mental Demands: Maintains emotional control under stress; works with frequent interruptions. Minimum Required Qualifications Education: Bachelor's degree required. Master's degree in a related field preferred. Certification/License: Valid Texas Teaching Certificate preferred. Valid Texas Teaching Certificate in the area of Special Education preferred. Licensure in an evaluation and related service field preferred. Valid Texas Mid‑Management or Principal Certification preferred. Experience Minimum of 5 years of professional experience in Special Education or a related field, including a combination of classroom, campus, central office, or related services experience required. Demonstrated leadership experience at the campus, district, and/or organizational level (e.g., Instructional Coach, Diagnostician Lead, LSSP Lead, Assistant Principal, Principal, Coordinator, Director, or similar role), with responsibility for leading and driving program implementation required. Demonstrated and verifiable track record of improving evaluation timelines, service delivery, compliance outcomes, and the overall quality and consistency of services for students with disabilities at scale, particularly within diverse student populations required. Experience in Special Education evaluation, related services, compliance systems, or a closely related function required. Experience effectively supervising and supporting diagnosticians, psychologists, speech-language pathologists, or other specialized staff preferred. Experience working with diverse student populations, particularly in large, urban school districts preferred. This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. #J-18808-Ljbffr United Cerebral Palsy of Georgia