The Special Education (SPED) Coordinator plays a critical leadership role in ensuring that all students with disabilities ensuring that scholars receive high-quality, legally compliant, and individualized services that support their academic and social-emotional success. Working in alignment with New York State Education Department (NYSED) regulations and the Individuals with Disabilities Education Act (IDEA), the SPED Coordinator manages the development, implementation, and monitoring of Individualized Education Programs (IEPs), coordinates related services, and supports inclusive instructional practices across the school.

• Ensure timely and compliant development, implementation, and annual review of all IEPs in accordance with NYS Part 200 regulations.
• Schedule and chair Committee on Special Education (CSE) meetings in collaboration with district representatives.
• Maintain accurate and up-to-date special education records and documentation as required by NYSED and the Charter School Office.
• Monitor compliance timelines and communicate regularly with staff and families to ensure transparency and consistency.
• Partner with general education teachers to support the implementation of IEP goals, accommodations, and modifications in inclusive settings.
• Coordinate MTSS AND RTI programming for the school.
• Support 504 development as needed.
• Provide coaching and professional development on differentiated instruction, Universal Design for Learning (UDL), and behavior supports.
• Observe instruction and provide feedback to ensure students with disabilities have equitable access to rigorous curriculum.
• Coordinate and oversee related service providers (e.g., speech, OT, PT, counseling), including scheduling, service tracking, and documentation.
• Support the administration of progress monitoring assessments and analyze data to adjust services and supports.
• Serve as a liaison between the school and the local Committee on Special Education (CSE).
• Communicate regularly with families about student progress, services, and concerns.
• Lead family meetings and provide guidance on IEP processes, rights, and advocacy.
• Ensure families feel valued as partners in the support of their child’s education.
• Serve as a member of the school’s instructional team and collaborate with school leadership to promote inclusive school culture.
• Train and support staff in legal compliance, instructional accommodations, and effective strategies for students with disabilities.
• Coordinate and lead special education audits or reviews conducted by NYSED or authorizing bodies.

EDUCATION AND EXPERIENCE

• Bachelor’s degree required; Master’s or higher in Special Education, Educational Leadership, or related field preferred.
• Valid New York State Certification in Students with Disabilities (Grades B-6) or (Grades K-12)
• Preferred NYS Certification as a School District Leader (SDL) or School District Administrator (SDA).
• Teaching or special education experience required; coordination or leadership experience preferred.
• Deep understanding of NYS Part 200 regulations, IDEA, and Section 504.
• Strong organizational, communication, and interpersonal skills.
• Commitment to equity, inclusion, and the success of all learners.

The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may enable individuals with disabilities to perform essential functions.

• Prolonged periods were spent sitting at a desk and working on a computer.
• Must be able to access and navigate all areas of the school and other facilities as needed.
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• The employee needs to read, write, and speak English fluently.
• While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools, or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.
• Dexterity requires writing and operating standard office machines such as computers, printers, copiers, fax machines, phones, and calculators.
• Ability to occasionally lift and move up to 20 pounds.

The Special Education (SPED) Coordinator plays a critical leadership role in ensuring that all students with disabilities ensuring that scholars receive high-quality, legally compliant, and individualized services that support their academic and social-emotional success. Working in alignment with New York State Education Department (NYSED) regulations and the Individuals with Disabilities Education Act (IDEA), the SPED Coordinator manages the development, implementation, and monitoring of Individualized Education Programs (IEPs), coordinates related services, and supports inclusive instructional practices across the school.

• Ensure timely and compliant development, implementation, and annual review of all IEPs in accordance with NYS Part 200 regulations.
• Schedule and chair Committee on Special Education (CSE) meetings in collaboration with district representatives.
• Maintain accurate and up-to-date special education records and documentation as required by NYSED and the Charter School Office.
• Monitor compliance timelines and communicate regularly with staff and families to ensure transparency and consistency.
• Partner with general education teachers to support the implementation of IEP goals, accommodations, and modifications in inclusive settings.
• Coordinate MTSS AND RTI programming for the school.
• Support 504 development as needed.
• Provide coaching and professional development on differentiated instruction, Universal Design for Learning (UDL), and behavior supports.
• Observe instruction and provide feedback to ensure students with disabilities have equitable access to rigorous curriculum.
• Coordinate and oversee related service providers (e.g., speech, OT, PT, counseling), including scheduling, service tracking, and documentation.
• Support the administration of progress monitoring assessments and analyze data to adjust services and supports.
• Serve as a liaison between the school and the local Committee on Special Education (CSE).
• Communicate regularly with families about student progress, services, and concerns.
• Lead family meetings and provide guidance on IEP processes, rights, and advocacy.
• Ensure families feel valued as partners in the support of their child’s education.
• Serve as a member of the school’s instructional team and collaborate with school leadership to promote inclusive school culture.
• Train and support staff in legal compliance, instructional accommodations, and effective strategies for students with disabilities.
• Coordinate and lead special education audits or reviews conducted by NYSED or authorizing bodies

The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may enable individuals with disabilities to perform essential functions.

• Prolonged periods were spent sitting at a desk and working on a computer.
• Must be able to access and navigate all areas of the school and other facilities as needed.
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• The employee needs to read, write, and speak English fluently.
• While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools, or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.
• Dexterity requires writing and operating standard office machines such as computers, printers, copiers, fax machines, phones, and calculators.
• Ability to occasionally lift and move up to 20 pounds