Special Education Director (2026-2027 School Year)

Elgin Math and Science Academy•Elgin, IL

About The Position

The Elgin Math and Science Academy Charter School (EMSA, www.elginmathandscience.org) opened in August of 2018 to all students residing in the U-46 attendance area. EMSA is seeking a compelling, committed, and innovative Special Education Director that will help to establish a positive learning environment that promotes Wow and Wonder while modeling and encouraging the habits of scholarship for student self-discipline. The successful candidate in this role will use EL Education’s Core Practices as the classroom foundation to ensure remarkable academic achievement, character development, and community involvement for all students. At EMSA, students and teachers will reach their highest potential through active exploratory learning and social responsibility in which: Individuals of all backgrounds and abilities are welcome Children’s natural curiosity is nurtured Students become leaders of their own learning Teachers and students hold high standards Critical thinking is central to math and science Students develop skills to be responsible individuals An EMSA Charter Educator will: Operate with the understanding: Diversity is a fact, Inclusion is a behavior, Equity is the outcome Work collaboratively with all members of the learning community to build relational trust and foster a growth mindset for all through modeling by taking professional risks, owning mistakes, and being metacognitive about their own growth and revision. Model EMSA’s habits of scholarship in word and action and effectively build a positive classroom culture that promotes self-discipline Assume primary responsibility for increasing student achievement (i.e. mastery of knowledge and skills, character, and high quality work) by designing and implementing cross-curricular units of student that integrate literacy instruction and utilize active pedagogy Create a collaborative student-centered classroom that promotes on differentiated instruction to increase student growth and enhance school culture Challenge, engage, inspire and empower all students with the Wow and Wonder of EL Education Design lesson plans that allow for flexible, uninterrupted blocks of time that foster deeper learning, content-based literacy, project-based learning, fieldwork, and student presentations for authentic audiences. Engage in professional learning and implement a progressive, bold educational approach to fostering EL Education’s Core Practices to inspire student success Practice reflective and synthesizing professional practices to allow for a deeper understanding to manifest for implementation with the highest levels of fidelity Establish clear and consistent assessment and progress monitoring techniques based on evidence to make instructional decisions to meet student’s needs and further their growth Cultivate strong partnerships with families; all words and actions demonstrate a commitment to inclusion, belief in all students’ capacity to succeed and a desire to create an amicably beneficial situation for everyone Actively engage families and the community through celebrations and critique of authentic student work An ideal candidate is someone who: Has demonstrated strong time management skills Is committed to meeting the needs of every child in a diverse population and has demonstrated success working with low income and minority students Believes every child can learn and reach high levels of academic achievement Has a clear understanding of curriculum, instruction, assessment child development, and the integration of and adherence to state standards Has a proven ability to work as a member of a team with a commitment to his/her own learning and professional development Has experience designing and implementing an effective and engaging literacy curriculum Believes children can make a significant contribution to the school, community, and the world Understands that family involvement is integral to student success Wants to be part of an organized, professional learning community Is a self-starter interested in working in a fast-paced, startup environment that requires flexible roles

Requirements

Bachelor’s degree, five years teaching/supervisory experience and proven successful instructional practice
Special Education Director Endorsement
Communication and interpersonal skills to engage in a highly collaborative school environment
Extensive knowledge of CCSS and NGSS as well as curricular implications
Extensive knowledge and experience with special education rules, regulations and the required reporting
Ability to develop relational trust with students, families, staff, and other community stakeholders

Nice To Haves

Background in EL Education and/or project-based deeper learning with content-based literacy
Knowledge of medicaid billing
STEM degree and/or professional experience
Strong technology skills
Fluent in Spanish
Expertise in working with English Language Learners
Expertise in working with low-income populations
Current Illinois Professional Educator License with an LBS1 certification

Responsibilities

Assisting in the orientation of all new special education staff to policy procedures aligned with the school philosophy
Assisting in the hiring and coordination of special education teachers and specialists in accordance with IEP goals
Providing technical assistance to staff (instruction, teaching methods, behavior/classroom management, MTSS, inclusion, IEP paperwork, etc.)
Facilitating implementation and revision of Special Education Policies and Procedures Manual
Participating in curriculum development
Communicating with parents as it relates to the recommended program
Developing program standards, entrance/exit criteria, transition planning, etc.
Participating in pupil conferences or staffings and be responsible for placement of pupils in appropriate Special Education programs
Reviewing/processing files to assure completeness and maintain a high degree of quality control
Performing other duties, as necessary, to provide coordination/supervision as assigned by the principal in accordance with state and federal compliance
Remaining current in research as it applies to both subject matter and pedagogy/student disabilities
Having knowledge of appropriate modifications and accommodations to meet the needs of students in the general education curriculum
Oversee intervention services and the MTSS process including leading student support meetings.
Assumes responsibility for medicaid reporting and billing, in coordination with office manager and clinicians.
Collaborates and provides clarification on Special Education matters.
Ensuring that all students with disabilities have current IEPs
Serve as the LEA as designated on the Parent/Guardian Notification of Conference and in attendance at every IEP and 504 meetings
Designating individual(s) responsible for completing all necessary IDEA notices and paperwork
Ensuring separate special education classrooms meet ISBE class size regulations
Ensuring students’ schedules match the students’ IEPs
Ensuring IEPs are finalized in Embrace, the electronic IEP system, at the IEP meeting
Ensuring students with disabilities participate, with or without specialized instruction in accordance with their IEPs, in all curricular areas available in the school, including non academic areas during the school day, and ensuring students with disabilities have access to extracurricular activities offered at the school
Ensuring general education teachers have copies of current IEPs for all students with disabilities they teach
Ensuring all separate special education classrooms are located near the same age/grade general education classrooms
Ensuring special education teachers have copies of teacher’s editions for all subjects and grade levels they teach
Ensuring students with disabilities have age/grade-appropriate general education textbooks and materials
Collaborate with principal to ensure common planning time for general education teachers and special education teachers
Making the necessary arrangements for staff to attend Eligibility conferences and IEP meetings
Ensuring all pre-conference activities are completed in accordance with required timelines, including sending the Parent/Guardian Notice of Conference and indicating whether specific data has been collected
Ensuring draft IEPs Sections 7 (General Consideration), 9 (Areas of Need), 10 (Accommodations/ Modifications), 11 (Specialized Instruction), Section 13 (Grades) and, if applicable, Section 8 (Transition Plan) have been developed and provided to the parents/guardians, along with, if applicable, paraprofessional, ESY and Learning Environment Intervention forms, copies of all other conducted evaluations and any other collected data that will be considered at least three school days prior to the meeting
Monitoring the implementation of IEPs and whether students with disabilities are making appropriate progress
Ensuring the Parent/Guardian Notice – IEP Services Not Implemented Within Ten School Days has been sent to the parent/guardian whenever IEP services have not been implemented within ten school days of the IEP meeting (the Notice must be sent within three school days of the noncompliance)
Monitoring staff to ensure qualitative and quantitative data is being used to make all IEP decisions
Ensuring IEP progress reports are completed for each student on a quarterly basis and provided to parents at the same time as the general report cards (unless the IEP includes a different timeline), and are maintained in the student’s temporary record
Ensuring that parents/guardians have access to school personnel who can answer questions related to their child’s IEP and are involved in IEP development
Ensuring an interpreter is at all IEP conferences (including initial and reevaluation eligibility determination meetings, and annual reviews) for parents who are limited English proficient to enable parents to meaningfully participate in the IEP meeting
Ensuring that paraprofessional schedules align to the students’ IEPs to ensure all paraprofessional minutes are met
Providing professional development opportunities for general and special educators, as necessary
Providing support and guidance to staff to assist them in adhering to the directives described in this Procedural Manual and the supplemental Procedures and Guidelines for Assistive Technology, Extended School Year Services, Paraprofessionals, Specific Learning Disabilities, and Transportation.
Serving as the District Representative at IEP meetings for charter, options and contract schools if transportation is being considered as a related service
Attending student discipline and problem solving meetings as requested
Assisting in monitoring special education programs and related services to ensure compliance with federal and State regulations and EMSA policies and procedures
Following procedures outlined for placing students in ISBE-approved, nonpublic facility placements
Providing administrative support and technical assistance to school administrators, special educators, general educators and school teams in the areas of EMSA policy, IDEA, State law and regulations
Troubleshooting major special education service issues to ensure all students with disabilities are receiving a FAPE in the LRE
Consistently maintaining quality interactions with teachers, students, parents/guardians, and the larger community.
Coordinating all referrals for a Full and Individual Evaluation (FIE) to ensure that all required components are addressed and that the process is completed within 60 school days after receiving signed parental consent, including but not limited to, referrals for AT/AAC evaluations or functional behavioral assessments (FBAs)
Responding within 14 school days to parents/guardians’ request for a FIE or IEP meeting either agreeing or providing a written statement denying the request, the reason and with procedural safeguards
Ensuring that all parental notices and consents for FIEs and placements are processed and provided in the native language where feasible and placed in the student temporary files