Student Success Coordinator - 2024-2025 School Year

Tolleson Union High School District #214

Student Success Coordinator

Purpose

The Student Success Coordinator will assist the Director of Exceptional Student Services to plan, organize, and direct the related services and transition services of the Special Education programs in the Tolleson Union High School District to ensure compliance and effectiveness of those programs. The coordinator will also assist the Director of Exceptional Student services to plan, organize, and direct Section 504 programming in the district to ensure compliance and effectiveness. The coordinator will represent the Tolleson Union High School District at various school districts, agencies, higher educational institutions, and community activities, as specified by the Director of Exceptional Student Services.

Qualifications

Required

• Valid Arizona secondary Special Education teaching certificate or appropriate related certification.

• Master's degree in education or related field.

• Minimum of 5 years of Special Education experience.

• Minimum of 3 years of leadership experience.

• Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.

• Evidence of knowledge of IDEA, ADA, and other state policies and regulations related to persons with disabilities or impairments.

• Evidence of collaborative leadership.

• Experience in professional staff development.

Preferred

• Arizona Administration certificate.

• Endorsements in any related field.

• Bilingual in English and Spanish.

Essential Functions

• Maintain knowledge of federal and state mandates regarding IDEA/ADA pupil rights and responsibilities and interpret these and other legal issues as appropriate for District staff, parents, and community agencies; investigate and respond to alleged complaints and violations related to special education and Section 504 program issues.

• Establish practices and procedures for administering services for assessment, identification, certification, establishment of priority and placement of pupils in special education program schools and classes including extended school year program.

• Assure maintenance of confidential, accurate and current records related to program requirements including pupil assessment, placement, progress, attendance, hearings, and mediations in order to meet federal, state and district mandates and audits.

• Monitor, review and prepare data for completion of mandated district, state and federal reports and performance indicators.

• Serve as resource for information regarding special education related services and transition services, their purpose, objectives, applicable laws, and regulations.

• Coordinate, direct, and monitor district related service activities to include therapy equipment acquisition and control, facilitation of related service meetings, assistive technology oversight, and plan/provide staff development.

• Monitor the provision of related services to students placed in private schools.

• Coordinate, direct, and monitor district transition service activities to include establishing a variety of business contacts to create career exploration experiences, designing activities to promote job readiness and independent living skills development, supporting staff to fully implement IDEA's transition planning process with students, and overseeing the annual Post School Outcomes survey.

• Serve as resource for information regarding Section 504, its purpose, objectives, applicable laws, and regulations.

• Coordinate, direct, and monitor district Section 504 activities to ensure compliance with legal requirements and procedural safeguards.

• Monitor MET/IEP paperwork and 504 paperwork to ensure legal and Medicaid compliance.

• Assist in preparing documentary evidence and presenting the district's legal position at due process hearings and mediations, and state or federal complaint investigations.

• Analyze data and situations; render judgment, recommend decisions and solutions to problems efficiently and effectively.

• Provide technical assistance to district and non-district administrators, teachers and parents regarding educational needs of pupils in special education and Section 504 programs.

• Direct certificated and classified staff for the District's special education and Section 504 programs; serve as liaison for the District for the assigned areas.

• Assist in the development and monitoring of budgets for curriculum needs.

• Assist in orientation and in-service of staff; plan and coordinate staff and program development activities related to special education related services, transition services, and Section 504.

• Participate in the research, evaluation and implementation of special education technologies, programs, methods, and strategies.

• Assist in the development, implementation, and monitoring of program processes and evaluation plans.

• Assists in recruiting and retaining highly qualified staff.

• Establish and maintain clear communications and cooperative working relationships with supervisor, clients, staff and other departments through announcements, letters, telephone communications, attendance at meetings and site visits.

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Skills, Knowledge, and Abilities

SKILLS are required to perform multiple tasks with a potential need to upgrade skills to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include knowledge of State Standards, and knowledge of federal, state, county, local, and District codes, policies, regulations, and laws.

ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships.

Responsibility

Under supervision, provides support and assistance to the Director of Exceptional Student Services, including, but not limited to, supervision and evaluation of staff, administrative support as needed for programs that provide educational assistance to students with cognitive, learning, emotional, or physical disabilities or impairments.

Working Environment

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors. The noise level in the work environment is moderate to loud. Travel between District campuses and to locations outside the District is required.

Reports to: Director of Exceptional Student Services

Term of Employment: Eleven-month, full time

Evaluation: This position will be evaluated annually as outlined in Governing

Board Policy Manual.

FLSA Status: Exempt

Salary Range: Initial Placement Salary Schedule for Administrative/Support Exempt Personnel, Coordinator

Board Approval: March 26, 2024 (Pending)