Director of Special Services

Provide administrative, supervisory, and organizational leadership for the Sequim School District’s Special Education, Health, and Pupil Services programs. Ensure compliance with federal, state, and local laws while supporting student success through inclusive and equitable practices. Representative Duties Leadership and Management Provide vision, direction, and supervision for Special Education, Health Services, Highly Capable, and English Learner programs Supervise, evaluate, and support special services staff including certificated Educational Services Assistants, English Learner and Highly Capable staff, and clerical personnel Direct and evaluate districtwide Special Education Program Direct and evaluate districtwide MTSS Develop and manage budgets and grants to support program effectiveness Plan and implement staff professional development for continuous growth in meeting diverse student needs Collaborate with Human Resources and principals on staffing, hiring, evaluation, and professional support of Special Services personnel Ensure program alignment across elementary, middle, and high school levels to promote smooth transitions and articulation Oversee district translation and interpretation services to ensure family engagement and access Direct office operations and workflow to ensure responsive and efficient service Compliance and Advocacy Ensure compliance with federal, state, and local regulations, including IDEA, Section 504, ADA, and OSPI mandates Monitor and oversee the timely development, implementation, and review of IEPs, 504 plans, and related services Safeguard confidentiality of student records and implement appropriate information-sharing procedures Direct completion of all required reporting for county, state, and federal agencies Supervise mandated health services programs, including immunizations, health screenings, and management of student health records Serve as district liaison and advocate at local, regional, and state meetings, ensuring the district’s interests are represented Collaborate on policy development and implementation to support best practices and inclusive educational environments Collaboration and Communication Engage collaboratively with teachers, administrators, families, and community partners to support student success Lead efforts to build understanding of special services programs and foster inclusive practices across the district Communicate effectively with stakeholders regarding program goals, services, and supports Partner with Child Welfare and Attendance for student placement decisions, including alternative placements and inter/intra-district transfers Consult with principals and staff regarding retention, acceleration, and placement decisions for students receiving services Ensure translation and communication systems provide full access for non-English speaking and deaf and hard of hearing student and families Provide leadership in resolving disputes or concerns related to special services programs Evaluation and Improvement Use data to monitor and evaluate the effectiveness of programs and services Oversee ongoing program assessment and lead continuous improvement efforts to enhance student outcomes Ensure fidelity in implementation of IEPs and student support plans; adjust programs based on student performance and needs Lead staff in reflective practices and data-driven decision-making to close opportunity gaps and advance equity Recommend adjustments to programming, staffing, and resources to meet changing student needs Oversee development and delivery of special education curriculum and instructional materials aligned with district priorities Knowledge, Skills and Abilities Comprehensive knowledge of federal and state special education laws (IDEA, Section 504, ADA) Strong understanding of the latest research and best practices in Special Education Skilled in managing Individualized Education Programs (IEPs), 504 Plans, and related compliance procedures Ability to develop, lead, and evaluate special programs including Highly Capable and English Learners Knowledge of health services requirements and public‑school health protocols Financial acumen to develop and manage complex budgets Strong interpersonal skills with the ability to navigate sensitive situations with empathy and professionalism Ability to interpret data and make data‑driven decisions Proficient in staff supervision, evaluation, and professional development Working Conditions Primarily performed in an office environment within a school district setting. Frequent travel between district buildings, schools, and off‑site locations for meetings, trainings, observations, and program oversight. Regular interaction with students, parents/guardians, staff, community agencies, and state and federal education representatives. May require attendance at evening meetings, professional development activities, and school or community events outside the regular workday. Requires the ability to sit, stand, walk, and move throughout school facilities for extended periods. Requires the ability to operate standard office equipment, including computers, telephones, and audiovisual equipment. May be required to respond to student, staff, or program needs in a variety of educational settings, including classrooms and specialized instructional environments. Work may involve managing multiple priorities, meeting deadlines, and responding to sensitive or high‑stakes situations requiring sound judgment and discretion. Physical Demands Ability to communicate effectively in person, virtually, and in writing. Ability to lift and carry materials weighing up to 20 pounds. Ability to travel throughout the district and attend meetings at various locations. Ability to observe classroom and program activities and access all district facilities. Qualifications Washington State Administrative Certificate (Principal, Special Education Director, or Superintendent certification preferred) Master’s degree in Special Education, Educational Leadership, Teaching & Learning, or related field Successful administrative experience in a school or central office setting preferred, especially in Special Services leadership Demonstrated leadership skills in program development, team management, and implementation of effective services Experience applying for and managing state and federal categorical grants preferred #J-18808-Ljbffr