Assistant Principal of Instruction – Special Programs - IDEA Robindale College P
IDEA Public Schools, Granite Heights, WI, United States
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 coordinates Testing and SSD (College Board/ACT) accommodations.
Location
This campus‑based position is located in the Rio Grande Valley, TX.
Travel Expectations
None.
What We Offer – Compensation
Salaries for this role typically range between $70,532 and $82,170, commensurate with relevant experience and qualifications and aligned with internal equity. The role is also eligible for a performance bonus based on team performance and goal attainment.
Other Benefits
Comprehensive benefits include coverage of the majority of the employee premium for the base medical plan and subsidized costs for a spouse/domestic partner and children. Additional benefits are: paid family leave, tuition reimbursement, employer‑paid mental/behavioral health services, dental and vision plans, disability and life insurance, parenting benefits, generous vacation time, referral bonuses, professional development, a 403(b) plan, and a relocation allowance if applicable.
Qualifications
Education: Bachelor’s Degree from an accredited four‑year educational institution required.
Experience: At least 3 years of full‑time teaching experience required.
Experience: Experience in Special Programs (SpEd, EB, 504, RTI) required.
Experience: Teacher leadership or administrative experience required.
Preferred: Special Education Certification, Principal Certification, or other SpEd related area (Diag/SLP, School Psychologist).
Knowledge and Skills
Knowledge of 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
Must be able to remain stationary and move throughout classrooms, offices, and campus spaces for extended periods while coaching staff and monitoring schoolwide systems.
Ability to remain stationary while operating computers and other technology for data analysis, report preparation, virtual meetings, and written communications.
Frequent use of instructional and office technology, including laptops, tablets, projectors, and related equipment.
Occasional transport and positioning of instructional materials and meeting supplies weighing up to 25 pounds.
Effective communication in person and through virtual platforms with staff, students, and families.
Quick response to operational and student‑support needs in active and changing school environments.
Ability to work varied schedules, including early mornings, evenings, or occasional weekends, to meet campus priorities and deadlines.
Responsibilities
Special Education / RISE Responsibilities (Est. Weekly Time Commitment: 10–15 hours):
Ensure Special Education compliance & ARD management: Collaborate with case managers to ensure ARDs are conducted within federal timelines and serve as the District Representative in ARD meetings.
Oversee IEP implementation & service tracking: Partner with regional teams to implement IEPs with fidelity, monitor service delivery, and conduct audits to ensure compliance and effectiveness.
Lead & develop Special Education/RISE staff: Coach, manage, and support staff to improve instructional quality and student outcomes.
Conduct observations & monitor accommodations: Perform classroom observations with campus and regional leaders to ensure proper implementation of accommodations and instructional strategies.
Provide instructional coaching & lesson plan feedback: Collaborate with campus leaders to review and provide targeted feedback on general education, RISE, and Special Education lesson plans.
Support program quality & end‑of‑year processes: Oversee program quality through systems monitoring and lead end‑of‑year checkouts for Special Education and RISE staff.
Section 504 Responsibilities (Est. Weekly Time Commitment: 3–5 hours – varies by caseload):
Determine eligibility & coordinate 504 services: Collaborate with health professionals, MTSS leaders, and Special Education teams to determine student eligibility for Section 504 supports.
Facilitate 504 meetings & case management: Schedule and lead initial and annual 504 meetings, ensuring all required processes are completed with fidelity.
Develop & maintain accommodation plans: Draft, update, and manage Individual Accommodation Plans (IAPs) using district guidelines to meet student needs.
Ensure compliance & documentation accuracy: Maintain accurate records in compliance systems (e.g., Frontline) and monitor timelines for evaluations and annual reviews.
Monitor accommodation implementation: Ensure teachers implement accommodations with fidelity through observations, collaboration, and ongoing support.
Provide staff training & instructional support: Communicate and unpack IAPs with teachers and provide guidance at the beginning of the year and when plans are updated.
Emergent Bilingual (EB) Responsibilities (Est. Weekly Time Commitment varies by season: Aug‑Mid Sept: 10–15 hrs; Late Sept‑Dec: 4–6 hrs; Jan‑Mar: 5–10 hrs; Apr‑May: 4–6 hrs):
Manage EB identification & compliance processes: Execute student identification procedures, oversee language proficiency testing (e.g., preLAS/LAS), and ensure all timelines and state requirements are met.
Facilitate LPAC processes & language planning: Lead LPAC meetings, ensure accurate student coding, and develop and update individual language plans annually.
Maintain accurate records & data systems: Manage EB records tracking systems, ensure 100% documentation compliance, and maintain accuracy within SIS platforms.
Monitor instructional implementation & assessment readiness: Conduct walkthroughs with regional partners and diagnose instructional gaps, ensure EB accommodations are implemented with fidelity, and oversee TELPAS preparation and testing.
Build capacity through training & family engagement: Facilitate professional development (e.g., SIOP, ELPS) and lead Title III parent engagement initiatives (minimum 4 events annually) to strengthen support for EB students.
Critical Student Intervention Responsibilities (Est. Weekly Time Commitment: 8–10 hours):
Coach & develop CSI teachers: Observe and coach CSI teachers to strengthen instructional practices and improve student outcomes.
Collaborate with regional teams: Partner with regional CSI coaches through joint observations and participation in data meetings to align strategies and drive results.
Ensure implementation fidelity: Monitor and support consistent execution of CSI instructional models, interventions, and program expectations.
Manage data & program deliverables: Complete and oversee required deliverables (e.g., RenStar, PTG trackers, Paths to Becoming a CSI) and ensure accurate documentation and uploads of CSI DI packets and recordings.
Oversee student assessment & placement: Administer placement testing and ensure students are appropriately placed within intervention programs.
Lead targeted intervention systems: Oversee key intervention programs, including DIBELS (K–2) for Academy API and re‑tester supports for College Prep API, to accelerate student achievement.
MTSS/RTI Responsibilities (Est. Weekly Time Commitment: 3–4 hours):
Collaborate with instructional leadership: Partner with grade team leaders and APIs to align interventions and support student success.
Ensure fidelity of intervention plans: Monitor and support consistent implementation of RTI plans to ensure interventions are delivered effectively.
Oversee student identification & participation: Ensure 100% of eligible students are accurately identified and enrolled in RTI systems.
Monitor student progress & adjust interventions: Track student performance and update RTI plans every 6–9 weeks based on data and progress.
Maintain accountability & system effectiveness: Ensure RTI systems are implemented consistently and meet campus expectations for student support and outcomes.
SSD (Services for Students with Disabilities) – AP/ACT Accommodations (Est. Time Commitment: 4–5 hours per quarter):
Secure consent & ensure compliance: Obtain parent consent and complete required training to ensure compliance with AP and ACT accommodation processes.
Determine appropriate accommodations: Research and align accommodations to meet individual student needs across SpEd, 504, and EB populations.
Prepare & submit accommodation requests: Gather required documentation and submit accommodation requests to College Board and ACT within established deadlines.
Manage application status & resubmissions: Track request outcomes, manage resubmissions for denied applications, and ensure timely resolution.
Communicate with families & stakeholders: Provide clear, timely communication to parents regarding approval status and next steps.
Ensure implementation & alignment: Verify approved accommodations are reflected in IEPs/504 plans and implemented with fidelity during testing.
Additional Responsibilities include:
Collaborate with regional VP of Special Programs or Regional Special Programs Director and serve as the campus point of contact for TEA/OCR complaints and mediations.
Analyze instructional data across all special populations and develop action plans to improve student outcomes.
Maintain full compliance with federal, state, and district requirements, ensuring accurate documentation and timely completion of all reporting.
Deliver turn‑around training and professional development to strengthen instructional and compliance practices for teachers and campus leaders.
Participate in instructional rounds and coach teachers to improve support and outcomes for special populations.
Partner with SPED, EB, 504, RTI, and regional
ational teams to align strategies, resources, and supports.
Support campus leaders in developing systems that ensure equitable access, high‑quality instruction, and improved achievement for all student groups.
#J-18808-Ljbffr
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 coordinates Testing and SSD (College Board/ACT) accommodations.
Location
This campus‑based position is located in the Rio Grande Valley, TX.
Travel Expectations
None.
What We Offer – Compensation
Salaries for this role typically range between $70,532 and $82,170, commensurate with relevant experience and qualifications and aligned with internal equity. The role is also eligible for a performance bonus based on team performance and goal attainment.
Other Benefits
Comprehensive benefits include coverage of the majority of the employee premium for the base medical plan and subsidized costs for a spouse/domestic partner and children. Additional benefits are: paid family leave, tuition reimbursement, employer‑paid mental/behavioral health services, dental and vision plans, disability and life insurance, parenting benefits, generous vacation time, referral bonuses, professional development, a 403(b) plan, and a relocation allowance if applicable.
Qualifications
Education: Bachelor’s Degree from an accredited four‑year educational institution required.
Experience: At least 3 years of full‑time teaching experience required.
Experience: Experience in Special Programs (SpEd, EB, 504, RTI) required.
Experience: Teacher leadership or administrative experience required.
Preferred: Special Education Certification, Principal Certification, or other SpEd related area (Diag/SLP, School Psychologist).
Knowledge and Skills
Knowledge of 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
Must be able to remain stationary and move throughout classrooms, offices, and campus spaces for extended periods while coaching staff and monitoring schoolwide systems.
Ability to remain stationary while operating computers and other technology for data analysis, report preparation, virtual meetings, and written communications.
Frequent use of instructional and office technology, including laptops, tablets, projectors, and related equipment.
Occasional transport and positioning of instructional materials and meeting supplies weighing up to 25 pounds.
Effective communication in person and through virtual platforms with staff, students, and families.
Quick response to operational and student‑support needs in active and changing school environments.
Ability to work varied schedules, including early mornings, evenings, or occasional weekends, to meet campus priorities and deadlines.
Responsibilities
Special Education / RISE Responsibilities (Est. Weekly Time Commitment: 10–15 hours):
Ensure Special Education compliance & ARD management: Collaborate with case managers to ensure ARDs are conducted within federal timelines and serve as the District Representative in ARD meetings.
Oversee IEP implementation & service tracking: Partner with regional teams to implement IEPs with fidelity, monitor service delivery, and conduct audits to ensure compliance and effectiveness.
Lead & develop Special Education/RISE staff: Coach, manage, and support staff to improve instructional quality and student outcomes.
Conduct observations & monitor accommodations: Perform classroom observations with campus and regional leaders to ensure proper implementation of accommodations and instructional strategies.
Provide instructional coaching & lesson plan feedback: Collaborate with campus leaders to review and provide targeted feedback on general education, RISE, and Special Education lesson plans.
Support program quality & end‑of‑year processes: Oversee program quality through systems monitoring and lead end‑of‑year checkouts for Special Education and RISE staff.
Section 504 Responsibilities (Est. Weekly Time Commitment: 3–5 hours – varies by caseload):
Determine eligibility & coordinate 504 services: Collaborate with health professionals, MTSS leaders, and Special Education teams to determine student eligibility for Section 504 supports.
Facilitate 504 meetings & case management: Schedule and lead initial and annual 504 meetings, ensuring all required processes are completed with fidelity.
Develop & maintain accommodation plans: Draft, update, and manage Individual Accommodation Plans (IAPs) using district guidelines to meet student needs.
Ensure compliance & documentation accuracy: Maintain accurate records in compliance systems (e.g., Frontline) and monitor timelines for evaluations and annual reviews.
Monitor accommodation implementation: Ensure teachers implement accommodations with fidelity through observations, collaboration, and ongoing support.
Provide staff training & instructional support: Communicate and unpack IAPs with teachers and provide guidance at the beginning of the year and when plans are updated.
Emergent Bilingual (EB) Responsibilities (Est. Weekly Time Commitment varies by season: Aug‑Mid Sept: 10–15 hrs; Late Sept‑Dec: 4–6 hrs; Jan‑Mar: 5–10 hrs; Apr‑May: 4–6 hrs):
Manage EB identification & compliance processes: Execute student identification procedures, oversee language proficiency testing (e.g., preLAS/LAS), and ensure all timelines and state requirements are met.
Facilitate LPAC processes & language planning: Lead LPAC meetings, ensure accurate student coding, and develop and update individual language plans annually.
Maintain accurate records & data systems: Manage EB records tracking systems, ensure 100% documentation compliance, and maintain accuracy within SIS platforms.
Monitor instructional implementation & assessment readiness: Conduct walkthroughs with regional partners and diagnose instructional gaps, ensure EB accommodations are implemented with fidelity, and oversee TELPAS preparation and testing.
Build capacity through training & family engagement: Facilitate professional development (e.g., SIOP, ELPS) and lead Title III parent engagement initiatives (minimum 4 events annually) to strengthen support for EB students.
Critical Student Intervention Responsibilities (Est. Weekly Time Commitment: 8–10 hours):
Coach & develop CSI teachers: Observe and coach CSI teachers to strengthen instructional practices and improve student outcomes.
Collaborate with regional teams: Partner with regional CSI coaches through joint observations and participation in data meetings to align strategies and drive results.
Ensure implementation fidelity: Monitor and support consistent execution of CSI instructional models, interventions, and program expectations.
Manage data & program deliverables: Complete and oversee required deliverables (e.g., RenStar, PTG trackers, Paths to Becoming a CSI) and ensure accurate documentation and uploads of CSI DI packets and recordings.
Oversee student assessment & placement: Administer placement testing and ensure students are appropriately placed within intervention programs.
Lead targeted intervention systems: Oversee key intervention programs, including DIBELS (K–2) for Academy API and re‑tester supports for College Prep API, to accelerate student achievement.
MTSS/RTI Responsibilities (Est. Weekly Time Commitment: 3–4 hours):
Collaborate with instructional leadership: Partner with grade team leaders and APIs to align interventions and support student success.
Ensure fidelity of intervention plans: Monitor and support consistent implementation of RTI plans to ensure interventions are delivered effectively.
Oversee student identification & participation: Ensure 100% of eligible students are accurately identified and enrolled in RTI systems.
Monitor student progress & adjust interventions: Track student performance and update RTI plans every 6–9 weeks based on data and progress.
Maintain accountability & system effectiveness: Ensure RTI systems are implemented consistently and meet campus expectations for student support and outcomes.
SSD (Services for Students with Disabilities) – AP/ACT Accommodations (Est. Time Commitment: 4–5 hours per quarter):
Secure consent & ensure compliance: Obtain parent consent and complete required training to ensure compliance with AP and ACT accommodation processes.
Determine appropriate accommodations: Research and align accommodations to meet individual student needs across SpEd, 504, and EB populations.
Prepare & submit accommodation requests: Gather required documentation and submit accommodation requests to College Board and ACT within established deadlines.
Manage application status & resubmissions: Track request outcomes, manage resubmissions for denied applications, and ensure timely resolution.
Communicate with families & stakeholders: Provide clear, timely communication to parents regarding approval status and next steps.
Ensure implementation & alignment: Verify approved accommodations are reflected in IEPs/504 plans and implemented with fidelity during testing.
Additional Responsibilities include:
Collaborate with regional VP of Special Programs or Regional Special Programs Director and serve as the campus point of contact for TEA/OCR complaints and mediations.
Analyze instructional data across all special populations and develop action plans to improve student outcomes.
Maintain full compliance with federal, state, and district requirements, ensuring accurate documentation and timely completion of all reporting.
Deliver turn‑around training and professional development to strengthen instructional and compliance practices for teachers and campus leaders.
Participate in instructional rounds and coach teachers to improve support and outcomes for special populations.
Partner with SPED, EB, 504, RTI, and regional
ational teams to align strategies, resources, and supports.
Support campus leaders in developing systems that ensure equitable access, high‑quality instruction, and improved achievement for all student groups.
#J-18808-Ljbffr