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$178.5K

How much do selpa director jobs pay per year?

As of Jun 17, 2026, the average yearly pay for selpa director in the United States is $108,958.00, according to ZipRecruiter salary data. Most workers in this role earn between $69,500.00 and $140,000.00 per year, depending on experience, location, and employer.

What are some common challenges faced by a SELPA Director, and how can new hires prepare to address them?

A SELPA Director often navigates complex regulatory requirements, diverse stakeholder needs, and funding constraints while ensuring equitable special education services. New hires can prepare by building strong communication skills, staying updated on state and federal special education laws, and cultivating collaborative relationships with district leaders, families, and support staff. Proactive problem-solving and adaptability are key, as the role frequently involves balancing compliance with innovative educational practices to best support students with disabilities.

What are the key skills and qualifications needed to thrive as a SELPA Director, and why are they important?

To thrive as a SELPA Director, you need a strong background in special education administration, policy knowledge, and a relevant advanced degree, often with administrative credentials. Familiarity with Individualized Education Program (IEP) management systems, data analysis tools, and compliance monitoring platforms is essential. Exceptional leadership, negotiation, and communication skills are crucial for collaborating with diverse stakeholders and advocating for students with disabilities. These skills ensure effective program oversight, legal compliance, and the delivery of high-quality special education services.

What is the difference between Selpa Director vs Special Education Coordinator?

AspectSelpa DirectorSpecial Education Coordinator
Required CredentialsMaster's degree in education or related field, administrative credentialsBachelor's or Master's degree in education, certification in special education
Work EnvironmentOversees multiple districts, manages programs, administrative rolesWorks directly with schools, teachers, and students on program implementation
Employer & Industry UsageSchool districts, county offices of educationIndividual schools, district offices

The Selpa Director typically holds higher-level administrative credentials and oversees multiple districts' special education programs, while the Special Education Coordinator focuses on implementing programs within specific schools or districts. Both roles require specialized knowledge in special education, but their scope and responsibilities differ significantly.

What is a SELPA Director?

A SELPA Director is the leader of a Special Education Local Plan Area (SELPA), responsible for coordinating special education services across multiple school districts within a designated region. They oversee the implementation of federal and state special education laws, manage budgets, provide professional development, and ensure that students with disabilities receive appropriate services. SELPA Directors collaborate with school administrators, educators, families, and community agencies to support inclusive and effective educational programs. Their work is crucial in promoting compliance, equity, and access in special education.
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Selpa Director jobs near you
Infographic showing various Selpa Director job openings in the United States as of June 2026, with employment types broken down into 3% Internship, 30% As Needed, 20% Temporary, 43% Contract, 2% Nights, and 2% Summer. Highlights an 1% Physical, and 99% Hybrid job distribution, with an average salary of $108,958 per year, or $52.4 per hour.

SELPA Behavioral Health Intervention Specialist

Humboldt County Office of Education

Eureka, CA • On-site

$47.24 - $59.06/hr

Full-time

Posted 19 days ago

Job description

Position Summary
Under the general supervision of the Humboldt-Del Norte SELPA Director, provides technical behavior assistance to Humboldt County school district personnel, conducts student functional analysis assessments, develops and implements positive behavior plans and interventions assuring that effective and efficient behavioral intervention and support systems are in place to support continuous academic progress of students. The Behavioral Health Intervention Specialist (BHIS) will train district and SELPA instructional aides in Applied Behavior Analysis and other intervention techniques as required for individual student needs. In addition, the BHIS will attend Student Study Team (SST), 504 or Individual Education Plan (IEP) meetings as requested and coordinate behavior techniques in the school with a student's home program as applicable. The BHIS will serve as a complement to district designated staff to provide guidance in behavior management techniques that comply with various federal, state and SELPA requirements.
Minimum Qualifications
Experience and Training
  • Board Certified Behavioral Analyst (BCBA) certification.
  • A minimum of three (3) years of work experience as a certified behavior specialist in public education with K-12 students, with emphasis on working collaboratively with students with intense social-emotional needs, families, and staff;
  • Experience in conducting Functional Behavior Analysis (FBA), interpreting data, designing specific educational programs, implementing positive behavior plans and training staff to implement and monitor the plan.
Examples of Duties and Responsibilities
  • Works collaboratively with staff to identify students/classes with behavioral concerns, processes referrals, conducts student functional behavioral analysis assessments, designs data collection systems, analyzes data, develops and implements behavioral intervention programs to support students and teachers;
  • Provides support and training to school site administrators and instructional staff related to effective strategies designed to meet the needs of all learners;
  • Provides support and leadership planning on fundamentals of applied behavioral analysis, classroom, student and school-wide positive behavioral reinforcement systems;
  • Provides consultation assistance to teachers, psychologists, paraeducators and parents in assessing, planning and developing individual student behavioral support plans and tracking/monitoring data systems for assessing student progress;
  • Provides direct service to students as mutually determined by specialist, principal and director;
  • Models positive behavioral interventions strategies in classrooms for staff members as requested;
  • Provides professional development support, assistance, staff development and coaching to paraeducators and certificated staff members as requested on applied behavioral analysis and effective intervention strategies;
  • Provides information as needed on programs, services, regulations, etc. to staff and parents;
  • Attends SST, 504 Accommodation Plan meetings and/or IEP meetings as necessary to review assessment data, consult on the behavior program and develop goals and objectives;
  • Attends conferences or meetings related to district and school goals for student behavior;
  • Performs other duties as assigned or requested by the SELPA Director, including potential flexibility of work calendar to meet school district needs.
Additional Requirements
Individuals who serve as a Behavioral Health Intervention Specialist provide services in the office, as well as in various sites throughout the county, sometimes serving multiple sites in a single workday. Public speaking skills, group problem solving and leadership ability, the ability to communicate effectively in writing, the capacity to maintain personal demeanor during periods of peak work flow and perform efficiently within restricted timeframes are critical factors for success in this position.
Individuals who serve as management personnel must be willing to modify days/hours and to work additional days/hours on occasion with appropriate compensation and be willing to travel using own transportation with mileage reimbursed, or county office fleet vehicle, as the job may require.
Physical Requirements
Occasional (less than 25%)
  • Ability to bend and twist, stoop, and kneel
  • Ability to lift 40 pounds
  • Ability to carry 25 pounds
  • Ability to stand for extended periods of time
Often (25 - 50%)
  • Sufficient mobility to move about the work environment
  • Ability to drive to various sites
Very Frequent (76%)
  • Sufficient mobility to move around a classroom to observe students and staff
  • Ability to stand and move around an office
  • Ability to work at a desk, conference table, or in meetings of various configurations.
  • Ability to see for purposes of reading printed matter and observing staff
  • Ability to hear and understand speech at normal levels
  • Ability to communicate so others will be able to clearly understand
  • Ability to operate office equipment
  • Ability to reach in all directions

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.
NOTE: This list of essential functions and physical requirements is not exhaustive and may be supplemented as necessary in accordance with the requirements of the job. For further information concerning the specific requirements of any particular assignment, please contact the Personnel Office.
CLASS 1
Amended 9/19 ssj
Amended 5/2024
Amended 8/2024

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