Section 504 Coordinator Jobs in Indiana (NOW HIRING)

WAWASEE COMMUNITY SCHOOL CORPORATION

Job Description

JOB TITLE:  Director of Exceptional Learners

TYPE OF POSITION:  Administrative

REPORTS TO:  Superintendent

260 Day Contract                                                                                                                                          

POSITION PURPOSE:  Provides visionary leadership, coordination, and oversight to ensure high-quality, legally compliant, and equitable learning experiences for each exceptional learner across Wawasee Community School Corporation.  This includes programs and services for Special Education, English Learners (EL), Section 504, High Ability (HA), and academic intervention.  The Director of Exceptional Learners ensures alignment with state and federal law, Article 7, Section 504, and the district’s multi-tiered system of support (MTSS) framework.

ESSENTIAL FUNCTIONS:  To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

Special Education

• Collaborate with special education staff and building administrators, delegating responsibilities as appropriate for efficient departmental operations.
• Serve as the district’s public agency representative as needed; chair manifestation determination reviews and complex case conferences as necessary.
• Oversee budgeting, staffing, and resource allocation for special education, ensuring cost effectiveness and compliance with grant requirements.
• Supervise and evaluate department staff as assigned; collaborate with building administrators to support special education staff performance and professional growth alongside the Special Services Coordinator and  and overseeing this process.
• Inform non-public schools on their budgetary guidelines while ensuring their proper and appropriate usage of resources.

English Learner (EL) Programming

• Manage and administer funding sources, professional development and coaching, and culturally and linguistically responsive instruction.
• Support alignment of EL programming within the district MTSS structure to ensure seamless intervention and service delivery.
• Monitor the development and implementation of Individual Learning Plans (ILPs) to ensure legal compliance and effective instructional support.
• Collaborate with the building and district departments to support English Learner programming and support.
• Oversee budgeting, staffing, and resource allocation for EL programming, ensuring cost effectiveness and compliance with grant requirements

High Ability (HA) Programming

• Administer and continuously improve the district’s High Ability program, ensuring equitable identification and access across student populations.
• Coordinate identification procedures, programming, and services that align with MTSS and promote differentiation for advanced learners.
• Collaborate with building administrators and teachers to ensure appropriate programming and enrichment opportunities for identified students.
• Facilitate professional development for staff in best practices to support students in High Ability programs.
• Coordinate with Assistant Superintendent on high ability grant planning, reporting, and allocation. 

Multi-Tiered Systems of Support (MTSS)

• Lead a district-wide MTSS model in collaboration with the Assistant Superintendent that integrates interventions across Special Education, EL, High Ability, and Academic Interventions.
• Identify and approve evidence-based interventions, ensuring appropriate progress monitoring tools are in place based on student Tier II and III needs throughout the district.
• Provide ongoing guidance and support to building teams for data interpretation, intervention selection, and fidelity of implementation.
• Evaluate MTSS effectiveness annually and recommend adjustments for continuous improvement.

Section 504 Programming

• Provide direction and program guidance for completion, management, and eventual service delivery of accommodations guaranteed to students through their 504 Plan.
• Monitor district adherence to compliance with Section 504 law.
• Assist building personnel in challenging circumstances around 504 Plans.

Leadership, Collaboration, and Compliance

• Supervise, coach, and evaluate staff within the Department of Exceptional Learners, providing consistent feedback and professional development opportunities.
• Collaborate with Human Resources to develop job descriptions, interview processes, and performance evaluation tools for department staff.
• Ensure departmental practices maintain full adherence with state and federal reporting guidelines, including fiscal accountability, student data privacy, procedural safeguards and compliance indicators. 
• Partner with families, community agencies, and external organizations to enhance student outcomes and access to services.
• Serve as a resource to general education staff, building administrators, and district leadership on matters related to exceptional learners.
• Other duties as assigned by the Superintendent or Assistant Superintendent.
• Oversee related training for staff throughout the district that support special education, EL, high ability, and intervention.   

QUALIFICATIONS:

• Valid Indiana administrative license required.
• Preferred: District Level Administrator License or Superintendent License with Exceptional Needs Program endorsement ($96,000-$106,000).
• Minimum: Building Level Administrator License with intent to complete Exceptional Needs Program. ($88,000-$98,000)
• Demonstrated knowledge of the needs of students receiving special education, EL, and high ability services.
• Strong understanding of Article 7, IDEA, Section 504, and state/federal education law.
• Proven ability to analyze data and apply results to improve program quality and student outcomes.
• Experience managing educational programs, staff, and budgets within a public school district preferred.
• Excellent communication, collaboration, and interpersonal skills.
• Demonstrated leadership in implementing systems of continuous improvement and equitable educational practices.

PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to move about school buildings and offices, and occasionally lift up to 20 pounds.
• Sufficient vision, hearing, and speech to engage in meetings, presentations, and professional communication.
• Frequent use of hands for typing, writing, and handling instructional or administrative materials.
• Work is primarily in office and school settings; frequent districtwide travel and occasional statewide travel required.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level in the work environment is usually moderate.
• Occasional evening or extended-hour commitments may be required.
• There are no environmental hazards indicated for this position.

TERMS:  Length of year and salary to be determined by the School Board.

EVALUATION:  Evaluation of performance on this job will be in accordance with the provisions in the policy handbook and established evaluation protocols for administrative personnel.