Special Education Coordinator

Special Education CoordinatorReports to:Assistant Superintendent of Student Services and Building PrincipalEvaluated by:Assistant Superintendent of Student ServicesQualifications:Massachusetts licensure and 5+ years experience as a Special Education Teacher or Psychologist; Director/Administrator license requiredKnowledge/ experience in behavior management, Differentiation of Instruction, Reading Disabilities and various specialized programs related to Reading and Dyslexia, and working knowledge of IDEA and state special education regulations, evaluation and IEP meeting/process/development.Excellent oral and written communication and organization skills.Experience with various models of special education service delivery. Strong skills in collaborative problem solving and conflict resolution.Familiarity with Microsoft Office Programs (Word, Excel, Power Point)/and or Google Drive.Knowledge of the Massachusetts Common Core State Standards.General Areas of Responsibility:Serves as the Chairperson/ Evaluation Team Leader (ETL) for Initial, Re-evaluation and select Annual Review Team meetings, with the authority to commit the resources of the district. Provides supervision of and contributes directly to the evaluation of special education staff, including but not limited to the planning and implementation of curriculum/ instruction and behavior programs, Liaison responsibilities, Student evaluation/testing process/reports, and various paperwork requirements.Serves as a resource to the principals, curriculum specialists, teachers, and other staff members, as well as with parents, regarding special education processes and services. Collaborates with district leadership team(s) to review and monitor students performance, analyze student performance data and work collaboratively to examine various facets of school programs to determine trends and appropriate directions and/or interventions.Coordinates the program planning process; collects pertinent data from teachers regarding student progress/program needs and ensures Principals and the Administrator of Special Education have accurate and timely information to plan appropriate staffing models, in particular for those students moving between buildings and/or may require program elements different than those currently in place. Specific Areas of Responsibility:Works with respective principals to plan, implement and monitor various special education programs/models, as well as plan/review protocols regarding the interface between regular and special education support models/ frameworks (i.e.: RtI, CST, Tiered Instructional Models, regular education intervention programs, etc.) Works with respective principals to determine allocation of resources, both monetary and staff, in order to meet projected and evolving needs of students, including creation of and review of both master and individual staff schedules in order to creatively and efficiently deploy staff to meet student needs. Assists in the collection and preparation of data/ documentation related to district and/or Department of Elementary and Secondary Education (DESE) reporting requirements. Reviews students assessment data, including but not limited to: MCAS, district-wide assessment programs, various interim assessment data results, and analyzes/ interprets result trends for students with disabilities (SWD) in order to assist in both student-specific and district wide planning. Facilitates, coordinates and supervises Initial, Re-evaluation, IEE reviews and select Annual Review special education TEAM meetings, in accordance with the most current state and federal regulations, makes decisions regarding areas of dissent amongst TEAM members, follows up to ensure that all team members complete information on the students IEP, and that individuals responsibilities are completed in a timely fashion. Facilitates meetings between various stakeholders to ensure the successful transition of students with IEPs between programs/schools; i.e.: Early Intervention to Preschool, PS to K, Primary to Intermediate grades.Supervises and contributes to the evaluation of Special Education Staff including, but not necessarily limited to:the development of curriculum and instruction programs, assessment (ongoing progress monitoring) of student learning, conducting, interpreting, and writing clear reports based on evaluation data, writing quality IEPs within designated time linescompletion of other professional responsibilities Supervises the evaluation of Special Education Instructional Assistants (ESPs) according to district rubric and procedures. Facilitates interpretation of special education mandates, procedures, and state forms for staff members, IEP teams, including parents, as may be necessary.Plans for and provides training for special education aides, general and/or special education teachers, either in groups or as individuals, on various topics related to the special education process, disability types, instructional and/or behavioral/ motivational strategies, and other pertinent topics. Participates in Leadership Team meetings to promote collaboration between general and special education and communicate the interests/needs of special education students and staff to ensure their needs are duly considered in district-level planning. Assists the Administrator of Special Education in monitoring student performance, including serving as the Liaison/Contact person, for select students placed in out of district programs/placements. Assists the Administrator of Special Education, and Principal in special education matters as may be requested.Work Year:210 daysFLSA Status: ExemptPhysical Requirements:1. Mobility and MovementStanding and Walking: Ability to stand and walk for prolonged periods (up to 6-8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.Reaching and Lifting: Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.Lifting and Carrying: Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.Bending and Kneeling: Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.Repetitive Motion: Use of hands and fingers for keyboarding, writing, grading, and manipulating materials.2. Sensory RequirementsVisual Acuity: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus (e.g., to read student work, observe students across a classroom, and monitor computer screens).Hearing Acuity: Ability to hear and understand spoken directions at a conversational level, as well as the ability to distinguish and interpret sounds (e.g., a whisper, fire alarm, or distress calls from students) in a noisy environment.Speaking/Verbal Communication: Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or auditorium setting.3. Stamina and DurationSustained Energy: Ability to maintain a high level of energy and mental alertness throughout the entire school day, managing the physical and mental demands of teaching.Sitting: Ability to sit for moderate periods to complete administrative tasks, planning, grading, or conduct small group instruction.4. Safety and Emergency ManagementQuick Response: Ability to physically respond quickly to emergencies, safety concerns, or unexpected physical demands (e.g., intervening in a student dispute, assisting an injured student, or performing emergency evacuation procedures).Pushing/Pulling: Ability to push or pull classroom furniture or equipment as needed.Equal Employment Opportunity (EEO) StatementThe Tri-Town School Union (Boxford, Middleton, and Topsfield Public Schools) is an equal opportunity employer. We are committed to maintaining a work environment free of discrimination and harassment. We do not discriminate on the basis of sex, race, religion, color, national origin, sexual orientation, gender identity, homelessness, limited English proficiency, disability, or any other protected class in its educational programs, activities, or employment policies. These protections extend to all applicants and employees.Applicants are informed that school systems are required to obtain all available criminal offender record information (CORI and SAFIS Background Check per 603 CMR51.00) from the criminal history systems board (CHSB) of any current or prospective employee of the school department.Revised 01/2026