Assistant Principal of Instruction - Special Programs - IDEA Edinburg College Pr
IDEA Public Schools, Edinburg, TX, United States
Description
Role Mission: The Assistant Principal of Instruction – Special Programs (API of Special Programs) serves as the campus lead for compliance, instructional oversight, and systems implementation across Special Programs. This role ensures fidelity of implementation, state and federal compliance, and high‑quality instructional support for students served under Special Education, Section 504, Emergent Bilingual (EB), CSI, MTSS/RTI, and coordinate Testing and SSD (College Board/ACT) accommodations.
Supervisory Responsibilities
The API serves as the manager of the campus Testing Coordinator and has managerial responsibilities of the Special Education and RISE staff only.
Location
This is a campus‑based position located in Rio Grande Valley, TX.
Travel Expectations
None.
What We Offer
Compensation and Benefits
Salaries typically between $70,532 and $82,170 commensurate with relevant experience and qualifications.
Eligible for a performance bonus based on team performance and goal attainment.
Comprehensive benefits plan covering the majority of employee premium for the base medical plan, subsidizing the majority of costs for a spouse/domestic partner and children.
Paid Family Leave: Eligible staff may receive up to 8 weeks of paid leave for the birth or adoption of a child, based on tenure.
Tuition Reimbursement: Up to $5,250 per year, subject to manager discretion and budget availability.
Employer‑Paid Mental/Behavioral Health: 5 face‑to‑face counseling sessions within a year, unlimited 24/7 telephonic counseling, and other work‑life services at no cost.
Dental and vision plans, disability, life insurance, parenting benefits, generous vacation time, referral bonuses, professional development, and a 403(b) plan.
Relocation allowance to defray moving costs, if applicable.
Qualifications
Bachelor’s Degree from an accredited four‑year educational institution.
At least 3 years of full‑time teaching experience.
Experience in Special Programs (SpEd, EB, 504, RTI).
Teacher leadership or administrative experience.
Preferred: Special Education Certification, Principal Certification, or other SpEd related area (Diag/SLP, School Psychologist).
Knowledge and Skills
Federal and state compliance requirements.
Ability to coach and lead adult learners.
Data analysis and reporting proficiency.
Strong organizational, communication, and interpersonal skills.
Physical Requirements
Remain stationary and move throughout classrooms, offices, and campus spaces for extended periods while coaching staff and monitoring schoolwide systems.
Operate computers and other technology for data analysis, reports, virtual meetings, and written communications.
Frequently operate, prepare, inspect, and position instructional and office technology.
Occasionally move, transport, and position instructional materials weighing up to 25 pounds.
Communicate accurately in person and through virtual platforms with staff, students, and families.
Detect, assess, and respond promptly to operational and student‑support needs in active and changing school environments.
Work around varied schedules, including early mornings, evenings, or occasional weekends.
Responsibilities
Special Education / RISE Responsibilities (Est. Weekly Time Commitment: 10‑15 hours)
Ensure compliance and ARD management: collaborate with case managers to conduct ARDs within federal timelines and serve as District Representative in ARD meetings.
Oversee IEP implementation and service tracking: partner with regional teams to implement IEPs with fidelity, monitor delivery, and conduct audits.
Lead and develop Special Education/RISE staff: coach, manage, and support staff to improve instructional quality and student outcomes.
Conduct observations and monitor accommodations: classroom observations with campus and regional leaders, ensuring proper implementation.
Provide instructional coaching and lesson plan feedback: review and give targeted feedback on general education, RISE, and Special Education lesson plans.
Support program quality and end‑of‑year processes: monitor systems and lead year‑end checkouts.
Section 504 Responsibilities (Est. Weekly Time Commitment: 3‑5 hours)
Determine eligibility and coordinate 504 services: collaborate with health professionals, MTSS leaders, and Special Education teams.
Facilitate 504 meetings and case management: lead initial and annual meetings, ensuring fidelity.
Develop and maintain accommodation plans: draft, update, and manage Individual Accommodation Plans.
Ensure compliance and documentation: maintain accurate records in systems like Frontline.
Monitor accommodation implementation: ensure teachers implement accommodations with fidelity.
Provide staff training and instructional support: communicate and unpack IAPs with teachers.
Emergent Bilingual (EB) Responsibilities (Est. Weekly Time Commitment varies by season)
Manage identification and compliance processes: execute student identification, oversee language proficiency testing.
Facilitate LPAC processes and language planning: lead LPAC meetings and update language plans annually.
Maintain accurate records and data systems: manage EB records tracking and ensure 100% documentation.
Monitor instruction and assessment readiness: conduct walkthroughs, diagnose gaps, oversee TELPAS prep.
Build capacity through training and family engagement: facilitate professional development and lead Title III parent engagement initiatives.
Critical Student Intervention Responsibilities (Est. Weekly Time Commitment: 8‑10 hours)
Coach and develop CSI teachers: observe and coach to improve outcomes.
Collaborate with regional teams: joint observations and data meetings.
Ensure implementation fidelity: monitor CSI instructional models.
Manage data and program deliverables: oversee documentation and uploads.
Oversee student assessment and placement: administer placement testing and placement decisions.
Lead targeted intervention systems: oversee key programs such as DIBELS and re‑tester supports.
MTSS/RTI Responsibilities (Est. Weekly Time Commitment: 3‑4 hours)
Collaborate with instructional leadership: align interventions with Grade Team Leaders and Assistant Principals.
Ensure fidelity of intervention plans: support consistent implementation.
Oversee student identification and participation: ensure 100% eligibility identified and enrolled.
Monitor student progress and adjust interventions: update RTI plans every 6‑9 weeks.
Maintain accountability and system effectiveness: ensure consistent implementation per campus expectations.
SSD (Services for Students with Disabilities) – AP/ACT Accommodations (Est. Time Commitment: 4‑5 hours per quarter)
Secure consent and ensure compliance: obtain parent consent and complete trainings.
Determine appropriate accommodations: research and align accommodations.
Submit accommodation requests: gather documentation and submit to College Board and ACT.
Manage application status and resubmissions: track outcomes and manage resubmissions.
Communicate with families and stakeholders: provide clear updates on approval status.
Ensure implementation: verify accommodations reflected in IEPs/504 plans.
Additional Responsibilities
Collaborate with Regional VP of Special Programs or Regional Director; serve as campus point of contact for TEA/OCR complaints, mediations, hearings, data/evidence gathering, and corrective actions.
Analyze instructional data across populations and develop action plans.
Maintain full compliance with federal, state, and district requirements; ensure accurate documentation and timely reporting.
Deliver training and professional development for teachers and leaders.
Participate in instructional rounds and coach teachers.
Partner with SPED, EB, 504, RTI, and regional
ational teams to align strategies.
Support campus leaders in developing equitable access systems and improving achievement.
Equal Employment Opportunity
IDEA Public Schools does not discriminate on the basis of race, color, national origin, age, sex or disability, in admission or access to, or treatment of employment in its programs and activities. Any person having inquiries concerning the organization's compliance with the regulations implementing Title VI of Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1963 (Section 504), or Title II of the Americans with Disabilities Act of 1990 (ADA), may contact IDEA Human Resources at (956) 377‑8000.
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Role Mission: The Assistant Principal of Instruction – Special Programs (API of Special Programs) serves as the campus lead for compliance, instructional oversight, and systems implementation across Special Programs. This role ensures fidelity of implementation, state and federal compliance, and high‑quality instructional support for students served under Special Education, Section 504, Emergent Bilingual (EB), CSI, MTSS/RTI, and coordinate Testing and SSD (College Board/ACT) accommodations.
Supervisory Responsibilities
The API serves as the manager of the campus Testing Coordinator and has managerial responsibilities of the Special Education and RISE staff only.
Location
This is a campus‑based position located in Rio Grande Valley, TX.
Travel Expectations
None.
What We Offer
Compensation and Benefits
Salaries typically between $70,532 and $82,170 commensurate with relevant experience and qualifications.
Eligible for a performance bonus based on team performance and goal attainment.
Comprehensive benefits plan covering the majority of employee premium for the base medical plan, subsidizing the majority of costs for a spouse/domestic partner and children.
Paid Family Leave: Eligible staff may receive up to 8 weeks of paid leave for the birth or adoption of a child, based on tenure.
Tuition Reimbursement: Up to $5,250 per year, subject to manager discretion and budget availability.
Employer‑Paid Mental/Behavioral Health: 5 face‑to‑face counseling sessions within a year, unlimited 24/7 telephonic counseling, and other work‑life services at no cost.
Dental and vision plans, disability, life insurance, parenting benefits, generous vacation time, referral bonuses, professional development, and a 403(b) plan.
Relocation allowance to defray moving costs, if applicable.
Qualifications
Bachelor’s Degree from an accredited four‑year educational institution.
At least 3 years of full‑time teaching experience.
Experience in Special Programs (SpEd, EB, 504, RTI).
Teacher leadership or administrative experience.
Preferred: Special Education Certification, Principal Certification, or other SpEd related area (Diag/SLP, School Psychologist).
Knowledge and Skills
Federal and state compliance requirements.
Ability to coach and lead adult learners.
Data analysis and reporting proficiency.
Strong organizational, communication, and interpersonal skills.
Physical Requirements
Remain stationary and move throughout classrooms, offices, and campus spaces for extended periods while coaching staff and monitoring schoolwide systems.
Operate computers and other technology for data analysis, reports, virtual meetings, and written communications.
Frequently operate, prepare, inspect, and position instructional and office technology.
Occasionally move, transport, and position instructional materials weighing up to 25 pounds.
Communicate accurately in person and through virtual platforms with staff, students, and families.
Detect, assess, and respond promptly to operational and student‑support needs in active and changing school environments.
Work around varied schedules, including early mornings, evenings, or occasional weekends.
Responsibilities
Special Education / RISE Responsibilities (Est. Weekly Time Commitment: 10‑15 hours)
Ensure compliance and ARD management: collaborate with case managers to conduct ARDs within federal timelines and serve as District Representative in ARD meetings.
Oversee IEP implementation and service tracking: partner with regional teams to implement IEPs with fidelity, monitor delivery, and conduct audits.
Lead and develop Special Education/RISE staff: coach, manage, and support staff to improve instructional quality and student outcomes.
Conduct observations and monitor accommodations: classroom observations with campus and regional leaders, ensuring proper implementation.
Provide instructional coaching and lesson plan feedback: review and give targeted feedback on general education, RISE, and Special Education lesson plans.
Support program quality and end‑of‑year processes: monitor systems and lead year‑end checkouts.
Section 504 Responsibilities (Est. Weekly Time Commitment: 3‑5 hours)
Determine eligibility and coordinate 504 services: collaborate with health professionals, MTSS leaders, and Special Education teams.
Facilitate 504 meetings and case management: lead initial and annual meetings, ensuring fidelity.
Develop and maintain accommodation plans: draft, update, and manage Individual Accommodation Plans.
Ensure compliance and documentation: maintain accurate records in systems like Frontline.
Monitor accommodation implementation: ensure teachers implement accommodations with fidelity.
Provide staff training and instructional support: communicate and unpack IAPs with teachers.
Emergent Bilingual (EB) Responsibilities (Est. Weekly Time Commitment varies by season)
Manage identification and compliance processes: execute student identification, oversee language proficiency testing.
Facilitate LPAC processes and language planning: lead LPAC meetings and update language plans annually.
Maintain accurate records and data systems: manage EB records tracking and ensure 100% documentation.
Monitor instruction and assessment readiness: conduct walkthroughs, diagnose gaps, oversee TELPAS prep.
Build capacity through training and family engagement: facilitate professional development and lead Title III parent engagement initiatives.
Critical Student Intervention Responsibilities (Est. Weekly Time Commitment: 8‑10 hours)
Coach and develop CSI teachers: observe and coach to improve outcomes.
Collaborate with regional teams: joint observations and data meetings.
Ensure implementation fidelity: monitor CSI instructional models.
Manage data and program deliverables: oversee documentation and uploads.
Oversee student assessment and placement: administer placement testing and placement decisions.
Lead targeted intervention systems: oversee key programs such as DIBELS and re‑tester supports.
MTSS/RTI Responsibilities (Est. Weekly Time Commitment: 3‑4 hours)
Collaborate with instructional leadership: align interventions with Grade Team Leaders and Assistant Principals.
Ensure fidelity of intervention plans: support consistent implementation.
Oversee student identification and participation: ensure 100% eligibility identified and enrolled.
Monitor student progress and adjust interventions: update RTI plans every 6‑9 weeks.
Maintain accountability and system effectiveness: ensure consistent implementation per campus expectations.
SSD (Services for Students with Disabilities) – AP/ACT Accommodations (Est. Time Commitment: 4‑5 hours per quarter)
Secure consent and ensure compliance: obtain parent consent and complete trainings.
Determine appropriate accommodations: research and align accommodations.
Submit accommodation requests: gather documentation and submit to College Board and ACT.
Manage application status and resubmissions: track outcomes and manage resubmissions.
Communicate with families and stakeholders: provide clear updates on approval status.
Ensure implementation: verify accommodations reflected in IEPs/504 plans.
Additional Responsibilities
Collaborate with Regional VP of Special Programs or Regional Director; serve as campus point of contact for TEA/OCR complaints, mediations, hearings, data/evidence gathering, and corrective actions.
Analyze instructional data across populations and develop action plans.
Maintain full compliance with federal, state, and district requirements; ensure accurate documentation and timely reporting.
Deliver training and professional development for teachers and leaders.
Participate in instructional rounds and coach teachers.
Partner with SPED, EB, 504, RTI, and regional
ational teams to align strategies.
Support campus leaders in developing equitable access systems and improving achievement.
Equal Employment Opportunity
IDEA Public Schools does not discriminate on the basis of race, color, national origin, age, sex or disability, in admission or access to, or treatment of employment in its programs and activities. Any person having inquiries concerning the organization's compliance with the regulations implementing Title VI of Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1963 (Section 504), or Title II of the Americans with Disabilities Act of 1990 (ADA), may contact IDEA Human Resources at (956) 377‑8000.
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