Director of Special Education / Dyslexia

Director of Special Education / Dyslexia Connally

ISD - 3.7

Waco, TX Job Details Full-time $83,412 - $114,419 a year 17 hours ago Qualifications Bachelor's degree School district office leadership Special Education Certification Stakeholder management Full Job Description

CONNALLY INDEPENDENT SCHOOL DISTRICT JOB TITLE

Director of Special Education / Dyslexia

WAGE/HOUR

Exempt/Professional

REPORTS TO

Senior Director of Support

PAY GRADE

7 / $83,412 - $114,419

DEPARTMENT:

Central Office DAYS:

226 ROLE

AND PURPOSE

The Director of Special Education / Dyslexia leads the design, implementation, and continuous improvement of special education, dyslexia, Section 504, and related services across the district to ensure strong outcomes for students with disabilities and students requiring specialized literacy support. Reporting to the Senior Director of Support, this role oversees districtwide systems that ensure compliance with federal and state requirements while driving instructional quality, service delivery effectiveness, and equitable access to high-quality education. This role directly supervises the Coordinator of LPC/504 and ensures alignment across special education, Section 504, and dyslexia systems.

QUALIFICATIONS

Education/Certification:

Bachelor's degree from an accredited college or university required. Master's degree in Special Education, Educational Leadership, Curriculum and Instruction, or related field preferred. Valid certification in Special Education required. Valid Texas administrator certification preferred.

Experience:

Minimum of seven (7) years of successful experience in special education, dyslexia, related services, or a closely related field. Campus- or district-level leadership experience required. Experience overseeing compliance systems, evaluation processes, ARD/IEP implementation, and service delivery preferred. Experience supervising staff, managing complex systems, and driving continuous improvement initiatives preferred.

Other Requirements:

Strong commitment to equity and improving outcomes for historically underserved student populations. Ability to establish and maintain effective working relationships with students, families, staff, and community partners. Ability to maintain confidentiality and exercise sound professional judgment in sensitive matters.

SPECIAL KNOWLEDGE/SKILLS

Strong knowledge of IDEA, Section 504, dyslexia laws, Child Find requirements, and related federal, state, and local regulations. Knowledge of MTSS, inclusive instructional practices, accommodations, modifications, and specially designed instruction. Expertise in evaluation processes, ARD/IEP development, reevaluation requirements, and compliance systems. Ability to lead districtwide systems and processes with a high degree of consistency, urgency, and precision. Strong leadership, coaching, and team development skills. Ability to analyze data, identify root causes, and drive continuous improvement. Strong written and verbal communication skills, including the ability to communicate complex requirements clearly to multiple audiences. Proficiency in Microsoft Office applications and relevant data systems.

MAJOR RESPONSIBILITIES AND DUTIES

I.

DISTRICT STRATEGY AND SYSTEM DESIGN

Design and implement a coherent districtwide strategy for special education, dyslexia, Section 504, and related services aligned to district priorities and student outcome goals. Ensure alignment between special populations services and core instructional systems, including Tier 1 instruction and MTSS (Multi-Tiered System of Supports). Establish clear expectations, systems, and routines to drive consistent implementation across campuses. Ensure special populations services are fully integrated into the district's broader academic and instructional strategy and do not operate as a separate system.

II. COMPLIANCE AND RISK MANAGEMENT

Ensure full compliance with IDEA (Individuals with Disabilities Education Act), Section 504, dyslexia requirements, and all applicable federal, state, and local requirements. Oversee evaluation timelines, ARD/IEP processes, documentation systems, and service delivery records to ensure audit readiness and legal compliance. Lead preparation for audits, monitoring activities, and required reporting, and address findings with urgency and precision. Identify and proactively mitigate system-level compliance risks and ensure compliance is embedded in daily practice rather than dependent on individual staff knowledge.

III. PROGRAM IMPLEMENTATION AND SERVICE DELIVERY

Ensure high-quality implementation of special education, dyslexia, and related services across all campuses. Monitor fidelity of instructional programs, interventions, accommodations, and service delivery models. Ensure students receive appropriate services, supports, and accommodations aligned to individualized needs. Establish systems to monitor service delivery effectiveness, including progress monitoring and outcome tracking. Align service delivery to improve student access to rigorous, grade-level instruction.

IV. EVALUATION, CHILD FIND, AND ARD/IEP SYSTEMS

Ensure strong Child Find processes, including identification, referral, and evaluation systems. Oversee evaluation quality and ensure alignment between evaluation findings and instructional programming. Ensure ARD/IEP processes are compliant, effective, and student-centered. Monitor reevaluation cycles and ensure timely, accurate, and complete documentation. Establish systems that ensure evaluation, IEP development, Section 504 implementation, and service delivery are tightly connected and instructionally meaningful.

V. SUPERVISION AND TEAM DEVELOPMENT

Directly supervise and coach the Coordinator of LPC/504 and other assigned staff. Build strong team capacity to manage compliance, service delivery, and instructional support. Establish clear roles, expectations, and performance management routines. Develop leadership pipelines within special populations teams to ensure sustainability. Ensure staff are equipped to execute with consistency, clarity, and urgency.

VI. DATA, PERFORMANCE MANAGEMENT, AND IMPROVEMENT

Analyze districtwide data to identify trends, gaps, and root causes affecting student outcomes. Establish regular monitoring routines and performance management cycles aligned to district priorities. Use data to inform strategic decisions, resource allocation, and program improvements. Ensure progress monitoring systems are in place and implemented consistently across campuses. Hold teams accountable for results, not only for compliance or activity.

VII. PROFESSIONAL LEARNING AND STAKEHOLDER COLLABORATION

Design and deliver professional learning for campus leaders, teachers, and staff. Build capacity for inclusive practices, accommodations, evidence-based instruction, and strong service delivery. Support campuses in implementing effective interventions and supports. Partner with curriculum, instruction, student services, and other departments to ensure alignment of services and expectations. Work closely with campus administrators, outside agencies, service providers, families, and staff to support implementation, compliance, and communication.

OTHER DUTIES

Follows adopted policies and procedures in accordance with School Board priorities. Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District's Mission Statement. Performs other duties as assigned.

SUPERVISORY RESPONSIBILITIES

Directly supervises the Coordinator of LPC/504 and other assigned staff.

EQUIPMENT & SOFTWARE SKILLS

Personal computer, printer, fax machine, copier, scanner, and calculator. Microsoft Office applications (Word, Outlook, Excel, PowerPoint, One Drive, etc.). Google Suite applications and relevant district data systems.

WORKING CONDITIONS

MENTAL

DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS

Tools/Equipment Used:

Standard office equipment, including computers and peripherals.

Posture:

Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.

Motion:

Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.

Lifting:

Occasional light lifting and carrying (less than 15 pounds).

Environment:

Works in an office setting; may require occasional irregular and/or prolonged hours.

Attendance:

Regular and punctual attendance at the worksite is required for this position.

Mental Demands:

Maintains emotional control under stress; works with frequent interruptions.

APPROVED

Human Resources Department May 2026