Coordinator of Student Support Services – Grades 6 Transition

Position:
Coordinator of Student Support Services – Grades 6 Through Transition

• Date Posted: 7/2/2026
• Location:
  
  Gates Chili CSD - District Office
• Closing Date: 07/24/2026

The Gates Chili Central School District is dedicated to fostering curiosity, growth, and diversity within our school community. The District celebrates and embraces differences and strives to dismantle exclusion, bias, racism, and prejudice of all forms.

Purpose
:
To coordinate, support, and monitor the implementation of special education services for students in grades 6 through transition-aged programming. The Coordinator promotes high-quality, inclusive, legally compliant programming; collaborates with school teams, families, and outside agencies; supports continuity of services across middle school, high school, and postsecondary transition planning; and works across departments to strengthen student outcomes. The Coordinator serves as a key operational leader for secondary special education programming and partners closely with district leaders, building administrators, special education staff, related service providers, families, and community agencies to ensure aligned service delivery across the district.

Compensation/Pay Range: $85,000 (negotiable based on experience)

• District contribution to Health/Vision and/or Dental Insurance
• Paid Personal Time
• Paid Sick Time
• Paid Vacation Time

Full-time, 12-month (works student calendar)

• Paid hours/day: 8.0 hours

• Coordinate the implementation, monitoring, and continuous improvement of special education programs and services for students in grades 6 through transition-aged programming.
• Support the alignment of secondary special education services with district goals, applicable legal requirements, research-based practices, graduation expectations, and postsecondary transition needs.
• Use academic, behavioral, attendance, graduation, transition, and programmatic data to inform service delivery, student support planning, and program adjustments.
• Support students placed in out-of-district secondary and transition programs and monitor their progress in collaboration with district leadership, building teams, families, and outside providers.
• Coordinate with middle school, high school, and transition teams to support continuity of programming, services, accommodations, behavioral supports, related services, and postsecondary planning.
• Ensure coordination and collaboration with the Office of Instruction, counseling staff, related service providers, transportation, and outside agencies to support access to curriculum, graduation pathways, transition services, and inclusive practices.
• Prepare and lead Student Support Services meetings at secondary buildings as assigned.
• Represent secondary special education on assigned district committees, work groups, and initiatives.

• Chair secondary CSE meetings, including initial evaluations, annual reviews, reevaluations, requested reviews, transfer student reviews, program reviews, and transition-related CSE meetings, as assigned.
• Chair manifestation determination reviews and related CSE meetings involving disciplinary removals, including meetings convened in connection with a Superintendent's Hearing and meetings convened independently of a Superintendent's Hearing.
• Guide school teams in the development and implementation of IEPs and IESPs for students in grades 6 through transition-aged programming.
• Support legally compliant implementation of special education services, timelines, procedural safeguards, discipline protections, transition requirements, and documentation in collaboration with district leadership.
• Oversee the intake, review, and coordination of services for secondary transfer students and ensure timely communication with staff and families.
• Support the development of appropriate transition plans, coordinated activities, measurable postsecondary goals, course-of-study planning, and agency linkages for students as required.
• Collaborate with building administrators, school psychologists, counselors, social workers, special education teachers, related service providers, and outside agencies to support student needs and appropriate service delivery.
• Elevate complex legal, disciplinary, due process, placement, graduation, transition, and high-risk matters to the Director/Assistant Superintendent level as appropriate.
• Support the development of IESPs for non-resident, parentally placed secondary students when applicable.

• Promote the use of evidence-based interventions, specially designed instruction, instructional accommodations, modifications, assistive technology, and transition supports in secondary settings.
• Support inclusive practices, consultant teacher services, coteaching models, resource room programming, special class programming, related services, and…