Special Education Coordinator

Davenport Community Schools; Davenport (IA); On-site; USD 65,000 - 80,000; Full time

Job summary

Davenport Community Schools is seeking a Special Education Coordinator to lead compliance with state and federal special education guidelines. The role focuses on coordinating evaluation timelines, IEP document compliance, and ongoing monitoring of data updates and audit files.

The position requires a Master's in Special Education, Iowa certification, and extensive experience in SPED, with strong leadership and communication skills to work collaboratively with a range of stakeholders.

Qualifications

• Master's degree in Special Education or related field.
• Iowa state certification in Special Education or related area.

Responsibilities

• Ensure compliance with state and federal guidelines for IEPs and evaluations.
• Coordinate evaluation timelines and IEP document compliance and monitoring.
• Conduct monthly IEP audits to ensure adherence to policies and procedures.
• Train campus staff on IEP writing and timelines.
• Oversee ACHIEVE system management and district compliance.
• Collaborate with Director of Special Education and Executive Director of Student and Family Services.

Skills

IEP knowledge

Communication skills

Leadership

Time management

Attention to detail

Education

Master's degree in Special Education

Iowa state certification in Special Education

Tools

ACHIEVE system

Job description

The Davenport Community School District is an EEO/AA employer.

Minimum Salary: $72,744.00 (Dependent on Education & Experience)

Job Summary

The Special Education Coordinator provides direct compliance support for the district. The Special Education Coordinator ensures compliance with state and federal guidelines pertaining to special education by assisting with the coordination and monitoring of evaluation timelines, IEP document compliance, implementation of IEPs, progress monitoring data updates, ACHIEVE updates and overall maintenance of the special education audit files.

(Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)

Duties & Responsibilities

Key Responsibilities

• District Compliance
• Conducts new teacher training for IEP writing.
• Informs campus-based special education staff and administrators of the timelines for IEP development, annual reviews, evaluation timelines, reevaluations, MDR.
• Conducts monthly IEP audits to ensure compliance with federal, state and district special education policies and procedures.
• Manages the status of documents to ensure IEPs are legally compliant in all areas before archiving.
• Monitors all special education records for accurate student/programs counts.
• Meets at least monthly with the Director of Special Education with updates on all documentation.
• Manages the overall ACHIEVE system for special education.
• Perform other duties as assigned by the Director of Special Education.
• Oversight of ACHIEVE LEA management under the role of permission manager.
• Professional Development and Collaboration:
• Stay abreast of current trends, research, and best practices in special education and therapeutic interventions.
• Participate in required professional development activities, workshops, and training sessions to enhance knowledge and skills.
• Collaborate with colleagues to share expertise, resources, and strategies for supporting students with disabilities.
• Other Duties as assigned by the Director of Special Education or Executive Director of Student and Family Services.
• Program Oversight
• Foster positive and collaborative relationships with leaders, teachers, support staff, parents and community stakeholders.
• Facilitate problem solving discussions with IEP teams to ensure equity of voice and team consensus on issues regarding FAPE.
• Collaborate with leadership to promote inclusive practices and a supportive learning environment for all students.

Qualifications/Knowledge

• Master's degree in Special Education, Education Leadership, or a related field, preferred.
• Iowa state certification in Special Education or related area.
• Extensive experience in special education
• Leadership experience preferred
• Strong understanding of:
• federal and state special education rules and laws
• Key components of the IEP process and documents (e.g., goals, services)
• Secondary transition planning
• Ability to effectively allocate and prioritize time to several tasks to ensure completion of all tasks
• Close attention to detail
• Excellent communication skills (written and verbal) and strong strategic analysis skills
• Able to develop and maintain strong working relationships with colleagues and peers
• Able to work well independently as well as collaboratively
• Ability to execute meetings, calls, and emails with professionalism, courtesy and accuracy
• Personal qualities of maturity, humility, strong work ethic, and diligence

Physical Requirements

(The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)

• Work is performed primarily in school settings, including classrooms, common areas, and specialized learning environments.
• Ability to work with and manage students who exhibit challenging behaviors with high levels of dysregulation.
• Requires frequent standing, walking, and occasional lifting up to 50 pounds.
• Ability to escort a disruptive student safely from a setting.

Work Environment

(The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)

• Noise level is quiet to loud.
• Work may be indoors and/or outdoors.
• Work may be in non-air-conditioned rooms.
• Substance-free environment.
• Fast‑paced atmosphere with constant contact with students, staff, or the public.
• Direct responsibility for the safety, well‑being, and work output of students.