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Director of Scholar Success (SPED Coordinator)

Department: Leadership
Dept./Subject: Elementary
Role Type: Full Time
Grade: 1 2 3 K
Reports To: Director of Teaching & Learning
School Year: 2021-22 School Year
Start Date: July 2021

Position Overview

The Director of Scholar Success is responsible for the implementation, oversight, and maintenance of programs and records for special populations (students with disabilities, Gifted, ELL, 504). They also provide oversight for the implementation of RTI/SST process.

Primary Roles and Responsibilities include but are not limited to:

Team Leadership – 50%
  • Support students and teachers inside the classroom through observation, coaching, modeling restorative language, and debriefing with both teachers and individual students
  • Supports quality classroom instruction and it’s improvement in all settings through monitoring, observing, model teaching, and coaching
  • Reviews and ensures that all scholars with IEP’s are receiving effective instruction in the Least Restrictive Environment (LRE)
  • Communicates regularly with school administrators, teachers and parents regarding student achievement data and compliance records
  • Participates and collaborates with colleagues in professional development offered throughout the year
  • Leads school wide professional learning in the areas of: quality instruction (including co-teaching), positive behavioral support, developing appropriate IEPs, and compliance with IDEA, ADA, and Section 504 Rules and Regulations and follow through with observing, monitoring, and feedback to ensure implementation
  • Participates in planning and facilitating region wide student support professional development days
  • Provides behavior support to include strategies and interventions for students with disabilities and Section 504 plans
  • Communicates regularly with school administrators and staff regarding disciplinary actions and suspensions
  • Provides oversight of implementation of RTI/SST process
  • Participates in the SST process to facilitate referrals to special education and coordinates eligibility meeting
Compliance
  • Develop IEPs, monitor referral process, and 504’s
  • Reviews, monitors, and meets timelines for IEP’s and 504’s – referrals, initial eligibilities, and re-evaluations
  • Review, monitors, and submits compliance related paperwork for ELLL and Gifted programming
  • Compiles and submits accurate weekly, monthly, and required reports on time to the Alabama State Department of Education
  • Collaborates with building testing coordinator(s) to ensure that student accommodations and modifications for testing are appropriately implemented for all state and school-wide assessments for SWD’s, ELL’s, Gifted and students with 504 plans
  • Collaborates with building administrators to complete all manifestation determination meetings for students with disabilities
  • Monitors teacher data collection for IEP goals, objectives and transition plans
  • Maintains communication with local school personnel, special education staff, and parents regarding the referral, evaluation, identification, and effective programming for students with disabilities, ELL’s, and Section 504 plans
  • Monitors Full Time Equivalent (FTE) counts and the Student Record (SR) process during the year (SWD’s, ESOL, 504, Gifted).
  • Ensures that all student counts/student data are accurate and that student schedules align with the service page of the IEP
  • Completes required student counts for FTE/SR and resolves any errors in a timely manner
  • Maintains student confidentiality and monitors confidential files for students with disabilities
  • Ensures all end of the year compliance and close out procedures are completed
  • Lead all appropriate IEP meetings (Promotion/Retention, Amendments, Eligibility Redetermination, Initial Eligibility)
  • Attends any other IEP meetings that require additional support
  • Attends all requisite state level meetings/trainings, including LEA meetings
Additional Requirements
  • Commit to professional learning, development, and growth
    • Actively engage in instructional coaching and professional development aimed at improving your practice

Employment Qualifications:

Education
  • Bachelor’s degree from an accredited four-year educational institution (master’s degree preferred)
Experience
  • Alabama teacher certification in special education (required
  • At least two years of teaching experience (required)
  • Experience developing IEPs & 504s (required)
  • Experience working in an educationally and/or economically disadvantaged community (highly preferred)
  • 3+ years teaching or school leadership experience (highly preferred)
Skillset
  • Demonstrated professionalism working with educators, administrators, students, and families
  • Experience teaching via an innovative instructional model such as project-based learning (preferred)
  • A track record of success in the classroom, with data that you can explain
  • Gap closing teaching experience with proven record of student growth
Mindset
  • Value the importance of working in a diverse, inclusive, and equitable environment
  • A passion for being a part of a team-oriented, mission-driven school culture
  • A passion for helping colleagues grow, develop, and hone their instructional practice
  • Exhibit a growth mindset as an educator and lifelong learner
  • Effectively collaborate with others
  • A collaborative attitude towards teaching and learning
  • Capability to effectively build, develop and maintain strong relationships with a variety of stakeholders (e.g., students, teachers, administration, clinical team, families, outside agencies)
  • Ability to self-direct and prioritize among competing goals, exhibit flexibility, and drive results in a fast-paced, entrepreneurial environment
  • Ability to collect, organize, and communicate data to make informed decisions
  • The ability to be flexible in a new school environment where things change all the time
  • Adept at thinking strategically/analytically, translating plans into action, and exhibiting excellent judgment
  • Excellent written and oral communication skills, and presentation skills with keen attention to detail; ability to invest stakeholders in student goals
  • A solution-oriented mindset and ability to bring a new lens to challenging problems
  • Be present and willing to do whatever it takes to ensure that all students are on track lives of choice and opportunity
  • Be willing to work an extended school day and year
  • Zest, grit, hope, curiosity, social and emotional intelligence, gratitude, self-control, and a sense of humor

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Legacy Prep admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

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