Coordinator - Special Education (Individualized Educational Services)

Coordinator - Special Education (Individualized Educational Services) Share: Print: Duties This role serves as a pivotal member of the Individualized Education Services team and reports directly to building principals for site-level operations while working under the leadership of the District Director of Student Specialized Supports. The job of Individualized Education Services Coordinator was established for the purpose(s) of assisting and coaching Learning Behavior Specialists, Related Service Providers and other instructional staff in developing strategies, skills, tools, techniques, capacity, and compliance practices to effectively educate and advance learning for all students while ensuring adherence to district, state, and federal requirements. Demonstrates exemplary IEP development and compliance monitoring practices and possesses a deep understanding of special education law, policies, and practices for the purpose of modeling best practices for special education teachers and other IEP team members. Demonstrates deep and thorough knowledge of diverse student learners, differentiated instruction and student behavior. Lead special education program components, including Extended School Year (ESY), for the purposes of delivering services in alignment with established policies and guidelines for IEP/504 compliance. Mentors, observes, and coaches Learning Behavior Specialists and Related Service Providers for the purpose of improving instruction, improving IEP compliance, and promoting a professional learning community. Partners with school based leadership teams in interviewing, hiring; planning, assigning, and directing special education programs and services. Coordinates Extended School Year (ESY) operations, including staff hiring, enrollment management, transportation coordination, orientation, materials, communication with families, and provide site supervision under the leadership and direction of the school principal, assistant principal, District Director of Student Specialized Services and Supports and Manager of Student Specialized Services and Supports Demonstrates understanding of assessment methodologies that have been adapted for individual students as appropriate including physical adaptations to meet a student's individual needs; incorporating multiple sources of evidence and clear recommendations for improving services on an on-going basis. Analyzes special education student data and reports findings for the purpose of sharing information with teachers and making informed decisions relative to instructional practices. Provides leadership aligned with individual school needs and the number of assigned buildings, serving as the primary LEA representative to support the IEP team, with the scope of responsibilities coordinated in collaboration with principals, assistant principals, and the Director of Student Specialized Services. Collaborates with specialists, Learning Behavior Specialists, coaches, general education teachers, other IEP team members and administrators in the development of an appropriate IEP based on strengths and deficits as identified through multiple sources of data. This includes transition planning. Evaluates student progress to identify strengths and deficits for the purpose of placing students in appropriate intervention and support services. Leads and participates in on-going and job-embedded professional development (e.g., study groups, demonstration lessons with pre- and post-discussion analysis; workshops; trainings; and seminars) for the purpose of conveying and/or gathering information related to evidence-based interventions and services and assessment of student skills. Facilitates the review and selection of intervention materials and related instructional aides for the purpose of providing effective instructional materials in order to meet student needs. Oversees and ensures the effective implementation of the evaluation, annual review, and reevaluation processes, as well as the consistent delivery of IEP services, accommodations, and modifications across assigned schools. Analyzes case load data, (including number of students, direct and related service minutes, progress on IEP goals, grades, disciplinary records, behavior intervention plans, and 1:1 aide support), to inform service delivery decisions, identify areas for targeted intervention, and support data-driven IEP development and team collaboration. Establishes a leadership role with colleagues and makes substantial contributions to school and district committees and events. Provides leadership in the development/improvement of school and district regulations and guidelines. Demonstrates knowledge of resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for transition age (14 1⁄2 years old) students (local, state, and federal). Demonstrates knowledge of rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities. Performs any other duties as assigned.

SUPERVISORY EXPECTATIONS

Manage assigned clerical staff and subordinate professional personnel in one or more sections of the department. Take responsibility for the overall direction, and coordination of assigned teams. Carry out supervisory responsibilities in accordance with the district's policies and applicable state and federal laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; addressing complaints and resolving problems.

ROLE EXPECTATIONS

Provide leadership and coordination for assigned teams, ensuring alignment with the district’s policies and applicable state and federal laws. Responsibilities may include participating in the interviewing and onboarding of staff, supporting employee training, coordinating team activities, assisting in resolving work-related concerns, and fostering collaboration. This role does not include the formal evaluation of instructional staff Qualifications Education Required Bachelor’s degree in Special Education, Psychology, Social Work, Speech-Language Pathology, Occupational Therapy, or a closely related field required. Master’s degree in education, special education, or a related field, preferred. Demonstrated experience in a leadership or coordination role supporting special education programs, student services, or multidisciplinary teams strongly preferred. Experience Required Experience in special education and working with diverse student populations. Certificates/Licenses/Registrations Professional Educator License (PEL) with an endorsement in Special Education or a related service area (e.g., School Psychologist, School Social Worker, Speech-Language Pathologist) required. Salary/Benefits Salary commensurate with experience Additional Notes Terms Of Employment: Twelve-month year (July 1 to June 30) Selection Process: Qualified applicants will be contacted for an interview. #J-18808-Ljbffr The Illinois Association of School Administrators