Supervisor of Special Education

Position: Supervisor of Special Education

Location: Administration Office

Reports To: Director of Special Programs

Compensation: Competitve compensation and benefits package. 220 day administative contract.

Summary of Position:

The Special Education Supervisor provides districtwide leadership, coordination, supervision, and compliance support for programs and services for students with disabilities. Working in close partnership with the Director of Special Programs, building administrators, Kent ISD, staff, families, and community partners, the Supervisor ensures that IDEA, MARSE, Section 504, district procedures, and applicable state and federal requirements are implemented consistently. The position has
primary responsibility for center-based placement coordination with Kent ISD; Section 504 oversight; IDEA compliance monitoring and auditing; coaching special education teams through the LRE continuum of services using the PLC framework; and coordination of nonpublic school services and Child Find responsibilities.

Essential Functions:

(The following list is illustrative only and is not a comprehensive list of all functions and duties performed by employees in this position. Regular attendance is an essential function of this job.)

Kent ISD Center-Based Program Placement Coordination

Lead district coordination for students being considered for, placed in, or transitioning from Kent ISD center-based programs, ensuring placement decisions are individualized, data-informed, and consistent with FAPE and LRE requirements.

Serve as the primary district liaison with Kent ISD regarding center-based referrals, placement processes, openings, intake requirements, transportation coordination, transition planning, and ongoing student/program communication.

Partner with IEP teams and families to review student needs, document consideration of the continuum of placements, and ensure supplementary aids, services, and less restrictive options have been appropriately considered before referral when applicable.

Monitor students placed in center-based programs and coordinate annual reviews, re-evaluation, return-to-district planning, and changes in placement with Kent ISD and CCS teams.

Maintain accurate placement records, timelines, documentation, and district data related to center-based programs.

Section 504 Oversight

Serve as the district-level coordinator or administrative lead for Section 504 implementation, supporting consistent district procedures for referral, evaluation, eligibility, accommodation planning, implementation, reevaluation, discipline, and procedural safeguards.

Provide consultation, coaching, and professional learning to building administrators and staff regarding Section 504 obligations and the distinction between IDEA and Section 504.

Monitor Section 504 plans and processes for timely completion, appropriate documentation, implementation fidelity, and nondiscrimination requirements.

Support resolution of parent concerns, staff questions, and complex Section 504 matters in collaboration with district leadership.

IDEA & MARSE Compliance Monitoring / Auditing

Conduct recurring audits of student records and district special education data to identify trends, systemic concerns, and areas requiring corrective action or professional learning.

Monitor required timelines, including evaluations, re-evaluation, annual IEPs, transition requirements, disciplinary removals, manifestation determinations, and other IDEA/MARSE obligations.

Collaborate with case managers, related service providers, building administrators, and the Director of Special Programs to address identified compliance concerns and verify correction.

Coordinate and support federal, state, Kent ISD, and district monitoring activities, including general supervision, corrective action, data validation, and documentation requests.

Provide technical assistance and professional development on high-quality IEP development, PLAAFPs, measurable annual goals, services, supplementary aids and services, LRE, progress monitoring, evaluation practices, and procedural safeguards.

LRE Continuum and PLC Team Coaching

Coach special education teams through the full LRE continuum of services using the PLC framework to identify student needs, review implementation and outcome data, and match services and supports to the intensity required for meaningful progress.

Facilitate collaborative problem-solving with IEP teams, building administrators, general education staff, related service providers, and families to strengthen supplementary aids and services, specially designed instruction, adult supports, and implementation fidelity in the student’s neighborhood school.

Support teams in considering the continuum of placement options without using service intensity, disability category, staffing availability, or program location as predetermined placement criteria.

Guide individualized, data-informed decisions regarding continued support in the neighborhood school and, when required for FAPE, placement in specialized categorical programming, including planning for transitions and movement toward less restrictive environments when appropriate.

Nonpublic School Coordination

Oversee the development, implementation, review, and documentation of nonpublic service plans for eligible parentally placed students with disabilities, consistent with IDEA, MARSE, district procedures, and applicable equitable-services requirements.

Coordinate and monitor district staff allocations and service-provider assignments for nonpublic schools, including schedules, caseloads, service delivery, documentation, and communication with nonpublic school representatives and families.

Coordinate Child Find referrals involving students enrolled in nonpublic schools, including consultation, referral review, evaluation coordination, timelines, records, and communication with families, evaluators, and school representatives.

Maintain accurate nonpublic-school records and data, monitor implementation and compliance, and collaborate with the Director of Special Programs to resolve service-plan, staffing, referral, and procedural concerns.

Program Administration, Staff Support, and Leadership

Support the Director of Special Programs in implementation and continuous improvement of district special education procedures, programs, and services.

Assist with state complaints, mediation, due process, disciplinary matters, and other compliance-related processes as assigned.

Maintain current knowledge of IDEA, MARSE, Section 504, FERPA, applicable state law, MDE/Kent ISD guidance, and evidence-based special education practices.

Attend district, county, regional, and state meetings, workshops, and professional learning as appropriate.

Perform other duties as assigned by the Director of Special Programs

Employment Qualifications:

The successful candidate must meet, or be eligible to meet, Michigan requirements for approval as a Supervisor of Special Education under MARSE R 340.1772 (Rule 72).

Minimum Qualifications

Master's degree or higher.

Full approval in at least one area of special education.

Three (3) years of successful experience in special education.

For full approval: completion of twelve (12) semester or equivalent hours of approved graduate credit addressing curriculum and instruction; administrative procedures; personnel supervision and evaluation; communication; leadership of professional development; facilitation of effective instruction; data-based program improvement; school law and policy; and parent/family collaboration.

Verification from a Michigan-approved college or university preparation program for special education supervisors.

Candidates eligible for temporary approval must satisfy the applicable requirements of MARSE R 340.1772, including enrollment verification in an approved supervisor preparation program and continued progress toward full approval.

Preferred Qualifications and Experience

Experience in special education administration, program supervision, compliance monitoring, or district-level leadership.

Demonstrated knowledge of IDEA, MARSE, Section 504, LRE, special education evaluation/eligibility, disciplinary protections, and procedural safeguards.

Experience coordinating center-based or regional special education placements and collaborating with an intermediate school district.

Experience coaching special education teams through the LRE continuum using a PLC or collaborative problem-solving framework, including support for neighborhood-school services and specialized categorical placements.

Experience coordinating nonpublic service plans, staff allocations, and Child Find referrals for students enrolled in nonpublic schools.

Experience developing and implementing Section 504 systems and staff training.

Experience conducting IEP/compliance audits, analyzing special education data, and leading corrective or continuous-improvement efforts.

Knowledge, Skills, and Abilities

Strong knowledge of federal and Michigan special education law, policy, and program/service requirements.

Ability to interpret complex legal, procedural, and student data and translate requirements into clear, practical guidance for staff and families.

Ability to evaluate program effectiveness and recommend data-based improvements.

Excellent written, verbal, facilitation, and interpersonal communication skills.

Demonstrated ability to build positive, collaborative relationships with students, families, staff, administrators, ISD partners, and community agencies.

Ability to manage multiple priorities, deadlines, and high-stakes matters with sound judgment, discretion, professionalism, and attention to detail.

Commitment to inclusive practices, meaningful family participation, continuous learning, and high expectations for students with disabilities.

Physical Demands:

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust/focus.

Work Environment:

The noise level in the work environment is usually loud to moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of students.

Non-Discrimination

Caledonia Community Schools does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities