Zone Director of Specialized Services

Director of Specialized Services

The Director of Specialized Services is a critical member of an integrated instructional program and compliance team in the Division of Teaching and Learning. The Director reports directly to the Chief of Special Education, and indirectly to the respective Chief of Schools to advise and assist them on the implementation of instructional services and program models of excellence, observation and assessment of performance indicators for building administrators and instructional staff, IDEA and Section 504-related compliance requirements, building-based data-driven monitoring and decisions, and student placement.

Running all day-to-day operations of special education and Section 504 for all schools within the zone. At the direction of the chief of schools, assist schools with the implementation of research-based programs and specially designed instruction designed to meet the needs of students within each building and/or zone. With guidance from the Associate Director of Compliance, implement procedures and protocols for ensuring IDEA, Section 504, and district mandated compliance requirements and standards within each building and/or zone.

Oversee a Committee on Special Education and the zones sub-Committees on Special Education to ensure recommendations are based on consensus, that parents participate in and are valued members of the CSE, and all required written correspondence is sent and received in a timely manner. Additionally, with support of the Chief of Schools, monitor the quality of the IEPs written by sub-CSEs, advise principals of any compliance- or quality-related trends, and assist schools in making improvements thereto.

In collaboration with principals, student placement, and chiefs of schools, assist in grouping students with disabilities by similarities of needs; using data to make recommendations for locations of programs with a goal of promoting equitable services and distribution of programs, and ensuring that students with disabilities remain in their school of choice/home school to the maximum extent possible. Assist schools with behavior interventions and discipline, including the implementation of the districts regulations for disciplining students with disabilities.

In collaboration with all members of the Department of Special Education, coordinate professional development for TCOSES, Associate Directors and building-level intervention teams and, at the direction of the Chief of Schools, assist principals with the evaluations of those groups. In collaboration with all members of the Department of Special Education, including other Zone Directors, provide significant training and guidance to CSEs and sub-CSEs around effective decision-making by consensus, parent participation, writing quality IEPs, and key compliance indicators.

Assist buildings within the zones with staffing for related services. Provide buildings with training and support in accordance with a phase-in plan to move all CSE-related activities to the buildings. Use data to monitor initial referrals, referrals for more restrictive environments, removals and suspensions, provision of IEP services and programs, instructional outcomes, attendance trends by various sub-groupings (i.e., race/ethnicity; program;

classification) of all schools within the zone, and provide support and guidance to the chiefs of schools and principals of schools at risk of not meeting special education-related performance targets. Implement all child-find related activities for the public schools within the zone, including the supervision and evaluation of child development assistants. Review and approve as appropriate all proposed Section 504 plans in accordance with district policies and procedures.

In conjunction with Specialized Services Directors and other departments within the Division of Teaching and Learning, assist schools with the development and operation of effective educational support services teams. Monitor the assignment of all one-to-one paraprofessionals, taking into consideration available resources in the proposed program, classroom, and building to which the…