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YouthBuild Preparatory Academy

Providence, Rhode Island

Director of Special Education

Job ID: 5816314

Application Deadline: Posted until filled

Posted: Jul 06, 2026 12:00 AM (UTC)

Starting Date: To Be Determined

Job Description

Transforming Education: Join YouthBuild Preparatory Academy as the Director of Special Education Services.

Job Title: Director of Special Education Services

Reports To: Chief Academic Officer

Works In Partnership With: Chief Executive Officer, Facilitators of Learning, Learning Lab Facilitator, Advisors, Student Support Team, Families, Related Service Providers, and School Leadership

Supervises: Assigned Special Education Staff, Learning Lab Facilitator, Related Service Providers, and Other Assigned Student Support Personnel

Approved By: Board of Trustees

Date Revised: June 30, 2026

Job Classification: Full-Time, Exempt

Position Summary

YouthBuild Preparatory Academy is looking for a Director of Special Education Services who can lead special education with both technical skill and educational courage. This is not a paperwork-only compliance role. The Director must ensure that students with disabilities receive the services, supports, instruction, accommodations, and opportunities they are legally entitled to while also making sure they are fully included in a competency-based, project-based, interdisciplinary, liberatory learning community.

Core Characteristics

1. Deeply committed to students with disabilities and to building a school culture where access, rigor, support, and belonging are expected.
2. Skilled in special education compliance, IEP development, progress monitoring, service delivery, evaluations, eligibility, and family communication.
3. Able to lead special education as part of the school’s instructional model, not as a separate program sitting outside the core learning experience.
4. Experienced in supporting students with a wide range of academic, behavioral, social‑emotional, executive functioning, communication, and transition needs.
5. Comfortable coaching teachers and staff on accommodations, modifications, specially designed instruction, inclusive practice, project-based learning, and competency-based assessment.
6. Strong at building systems, tracking details, meeting deadlines, protecting confidentiality, and communicating clearly.
7. Able to balance legal compliance with human-centered leadership. The work must be accurate, timely, respectful, and grounded in care.
8. Collaborative and direct, with the ability to work across academic, student support, family engagement, operations, and leadership teams.
9. Committed to eliminating deficit-based thinking about students with disabilities.
10. Grounded in the belief that students with disabilities deserve meaningful access to rigorous learning, not watered‑down expectations.

Essential Roles and Responsibilities Special Education Leadership and Compliance

1. Lead and manage all special education services, systems, procedures, and compliance requirements.
2. Ensure compliance with federal, state, and local requirements related to special education, including IDEA, Section 504, Rhode Island regulations, procedural safeguards, timelines, documentation, and service delivery.
3. Ensure students with disabilities receive a Free Appropriate Public Education in the Least Restrictive Environment.
4. Oversee Child Find responsibilities, referral processes, evaluations, reevaluations, eligibility determinations, IEP meetings, annual reviews, manifestation determination reviews, progress reporting, and transition planning.
5. Ensure that IEPs are developed, implemented, monitored, and reviewed with accuracy, integrity, and attention to each student’s individual needs.
6. Monitor timelines for evaluations, reevaluations, annual reviews, progress reports, family notices, transfer IEPs, and required documentation.
7. Ensure that Prior Written Notices, procedural safeguards, meeting invitations, consent forms, evaluation reports, IEPs, progress reports, and related documentation are completed accurately and on time.
8. Maintain organized and confidential special education records in accordance with school, state, federal, and privacy requirements.
9. Prepare for and respond to state monitoring, audits, complaints, corrective action plans, mediation, facilitated IEP meetings, due process matters, and other compliance reviews as needed.
10. Serve as the school’s primary point of leadership for special education compliance and service coordination.

Instructional Leadership and Inclusive Practice

1. Lead the development of inclusive special education practices that align with YBPA’s competency-based, project-based, interdisciplinary, and liberatory learning model.
2. Support Facilitators of Learning in designing accessible learning experiences, projects, performance tasks, exhibitions, and assessments for students with disabilities.
3. Coach teachers and staff on accommodations, modifications, specially designed instruction, Universal Design for Learning, differentiated instruction, executive functioning supports, and accessible assessment practices.
4. Ensure students with disabilities have meaningful access to general education curriculum, schoolwide projects, career pathways, community-based learning, credit recovery, exhibitions of learning, and graduation requirements.
5. Work with academic leadership to ensure that special education supports are built into the instructional model rather than added after students struggle.
6. Review student work, assessment data, IEP goals, progress reports, and teacher feedback to identify instructional needs and improve support.
7. Help teachers distinguish between academic support, accommodation, modification, intervention, and specially designed instruction.
8. Support the use of rubrics, portfolios, performance tasks, student reflection, and exhibitions as valid ways for students to demonstrate mastery when aligned to student needs and IEP goals.
9. Promote high expectations for students with disabilities while ensuring appropriate access, scaffolding, and support.

IEP Development, Implementation, and Progress Monitoring

1. Lead, schedule, or support IEP meetings, eligibility meetings, reevaluation meetings, annual reviews, transition meetings, manifestation determination reviews, and other special education meetings as needed.
2. Ensure that IEPs are clear, legally compliant, instructionally useful, and connected to each student’s present levels, disability-related needs, goals, services, accommodations, modifications, and transition planning.
3. Ensure that IEP goals are measurable, meaningful, and connected to student growth, access, independence, and postsecondary readiness.
4. Monitor the implementation of IEP services, accommodations, modifications, supports, and progress monitoring responsibilities.
5. Ensure that progress reports are completed accurately and shared with families according to required timelines.
6. Support case managers in maintaining accurate documentation, service logs, communication records, and student progress data.
7. Coordinate with general education teachers to ensure they understand and implement student accommodations, modifications, and supports.
8. Review IEPs for quality, consistency, compliance, and alignment to YBPA’s competency-based model.
9. Support students in understanding their learning needs, accommodations, goals, progress, and self‑advocacy responsibilities when appropriate.

Learning Lab and Intervention Oversight

1. Supervise and support the Learning Lab Facilitator to ensure that the Learning Lab provides targeted academic intervention, credit recovery support, and project-based academic coaching.
2. Ensure Learning Lab supports are aligned with IEPs, ILPs, intervention plans, competency progress, credit recovery needs, and graduation readiness.
3. Use student data, teacher referrals, assessment results, attendance information, course progress, and competency evidence to identify students who need intervention.
4. Coordinate targeted intervention in Math and English Language Arts for students with disabilities and other students needing additional support.
5. Ensure students using Imagine Learning or other credit recovery platforms receive active support, progress monitoring, and accountability.
6. Monitor whether intervention supports are improving student progress and adjust systems when students are not moving forward.
7. Work with the Chief Academic Officer and classroom Facilitators of Learning to ensure intervention is connected to core instruction and not treated as a separate track.
8. Support the development of schoolwide systems for academic intervention, credit recovery, portfolio completion, exhibitions of learning, and graduation readiness.

Student Support, Behavior, and Access

1. Collaborate with student support staff, advisors, social workers, counselors, families, and leadership to support students with academic, behavioral, emotional, attendance, and executive functioning needs.
2. Support the development and implementation of behavior intervention plans, functional behavior assessments, safety plans, and restorative approaches where appropriate.
3. Ensure that disciplinary decisions involving students with disabilities are reviewed carefully and aligned with legal requirements, student rights, and the school’s restorative approach.
4. Participate in student support meetings and help identify appropriate interventions, services, referrals, and supports.
5. Support staff in understanding disability-related needs and avoiding responses that punish students for unmet support needs.
6. Promote student self‑advocacy, independence, and responsible use of accommodations.
7. Help ensure students with disabilities can participate meaningfully in schoolwide experiences, internships, fieldwork, community projects, exhibitions, and other learning opportunities.

Family Engagement and Communication

1. Build respectful, honest, and collaborative relationships with families and caregivers of students with disabilities.
2. Ensure families receive timely communication about meetings, evaluations, eligibility, services, progress, concerns, rights, and next steps.
3. Facilitate IEP meetings in a way that is clear, respectful, organized, and centered on the student.
4. Explain special education processes, rights, responsibilities, and decisions in plain language.
5. Address family concerns quickly and professionally, with a focus on problem‑solving and trust‑building.
6. Ensure translation, interpretation, and accessibility supports are provided when needed.
7. Partner with families to support student attendance, engagement, academic progress, transition planning, and graduation readiness.

Related Services and External Partnerships

1. Coordinate related services, including counseling, speech and language, occupational therapy, physical therapy, psychological services, behavioral consultation, and other services as required by student IEPs.
2. Supervise or coordinate with related service providers and contracted vendors to ensure services are delivered, documented, and aligned to student needs.
3. Monitor service logs, provider schedules, student progress, and communication among staff and providers.
4. Work with school leadership and operations staff to support contracts, schedules, documentation, and accountability for related service providers.
5. Coordinate with outside agencies, community partners, transition providers, and postsecondary supports as appropriate.

Data, Reporting, and Systems Management

1. Maintain accurate special education data and ensure timely completion of required internal and external reporting.
2. Monitor caseloads, service delivery, compliance timelines, student progress, graduation status, attendance, discipline data, and intervention outcomes.
3. Use data to identify patterns, gaps, risks, and opportunities for improvement across special education services.
4. Prepare reports for school leadership and the Board of Trustees as needed while protecting student confidentiality.
5. Support the school’s preparation for state monitoring, audits, grant reporting, corrective action, and accountability processes.
6. Work with leadership and finance staff to support appropriate use of IDEA and other funds connected to special education services.
7. Develop and maintain special education procedures, checklists, calendars, documentation systems, and staff guidance tools.

Team Leadership and Professional Development

1. Supervise, coach, and support assigned special education staff, Learning Lab staff, related service providers, and other assigned personnel.
2. Support hiring, onboarding, evaluation, scheduling, and professional growth for special education and intervention staff.
3. Provide training and coaching to staff on special education responsibilities, IEP implementation, accommodations, modifications, inclusive practice, behavior supports, progress monitoring, and documentation.
4. Lead or contribute to professional development connected to special education, disability access, competency-based learning, project-based learning, restorative practice, and liberatory education.
5. Create a team culture rooted in clarity, accountability, collaboration, and care.
6. Help staff move away from deficit-based thinking and toward practices that increase student access, independence, and mastery.

Required Qualifications

1. Bachelor’s degree required.
2. Master’s degree in Special Education, Educational Leadership, School Administration, Curriculum and Instruction, or a related field strongly preferred.
3. Current and active Rhode Island Special Education certification required, or the ability to meet applicable Rhode Island certification requirements for the assignment.
4. Rhode Island administrator, supervisor, or special education leadership credential preferred where applicable.
5. Minimum of five years of successful experience in special education teaching, case management, related service coordination