Special Education Compliance Coordinator at Hartvigsen School
Granite School District, Taylorsville, UT, United States
Special Education Compliance Coordinator at Hartvigsen School JobID: 25029
Position Type: District Coordinator or Specialist / Special Education Coordinator
Date Posted: 4/24/2026
Date Available: 08/03/2026
Closing Date: 05/01/2026
Important Notice:
This posting closes at 3:00 pm on the listed closing date.
Contract Length:
9 months (190 days) + 10 additional days
FTE:
1.0
FLSA Classification:
Exempt
Special Designations:
None
Contact Dr. Bryce Day at (385) 646-7336 or email bbday@graniteschools.org for questions.
This contract begins on 8/3/2026. Portions of the additional days may be required prior to that date but after 7/1/2026.
To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function to perform the essential duties and responsibilities of the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
Job Summary
Under the direction of the Special Education Director, the Special Education Coordinator is responsible for training special education teachers in multiple areas, providing support through coaching to ensure compliance with all federal and state rules and regulations, collaborating with multiple stakeholders, participating in various committees, providing input on effective data collection and other necessary topics, and maintaining expert-level knowledge of IDEA, LRBI, and other special education rules and regulations.
This coordinator supports Granite School District in maintaining and improving transition services, as well as graduation rates for students identified as having a disability under the Individuals with Disabilities Education Act (IDEA), Utah State Board of Education (USBE) Special Education Rules, and Granite School District policies and procedures in Special Education.
Essential Functions
Provide consultation regarding legal requirements and compliance with the IDEA regarding transition services and high school graduation for teachers, administrators, and other educators.
Organize professional development for special education teachers on special education policies and procedures for transition and graduation.
Participate in district-level PLCs and committee meetings in collaboration with general education and other district-level committees.
Assist school teams in determining appropriate learning and post‑high‑school outcomes, determining supports for those outcomes, and prioritizing those outcomes into an Individualized Education Program (IEP) and Transition Plan.
Maintain professional competence through in‑service education activities provided by the school district and self‑selected professional growth activities.
Participate in school/district meetings as required.
Participate in appropriate educator evaluation procedures as per district guidelines.
Administer group standardized tests in accordance with state and district testing procedures.
Model professional and ethical standards when dealing with students, parents, colleagues, and members of the community.
Understand and adhere to laws, district policies, and procedures.
Maintain effective working relationships with students, parents, school staff, district staff, and members of the community.
Demonstrate professional ethics as outlined by the Utah Professional Practices Advisory Commission.
Be a positive role model.
Non-essential Functions
Other duties as assigned.
Required Knowledge and Skills
Excellent interpersonal and conflict management skills, strong organizational and time management skills, and problem‑solving strategies.
Strong communication and collaboration skills.
Maintain the standards of professional conduct and provide leadership to improve student learning.
Excellent understanding of the Individuals with Disabilities Education Act (IDEA), USBE Special Education Rules, and Least Restrictive Behavior Interventions (LRBI) manual and Granite School District policies and procedures.
Strong understanding of special education technology programs related to compliance.
Knowledge of Utah Core Standards and Proficiency Based Learning.
Possess strong computer and educational technological skills.
Works independently with little direct supervision.
Works as part of a team.
Accepts responsibility and is self‑motivated.
Demonstrate the ability to establish and maintain collaborative positive relationships.
The ability to successfully work with all stakeholders in a coaching situation.
Display effective multi‑tasking and time management skills.
Required Education, Training and Qualifications
Requires one of the following:
A valid Professional Educator License issued by the Utah State Board of Education with a Special Education License Area of Concentration.
An equivalent license in another state or country.
A minimum of 3 consecutive years of experience in a licensed special education position – preference given to individuals with experience in transition/post‑high‑school settings.
A copy of the applicant's educator license must be included with the application in order to be considered.
Required Prior Experience
Requires a minimum of three (3) years of experience in a licensed special education position.
Experience in transition/post high‑school settings is preferred.
Assigned Decision Making
Not Applicable
Non‑Supervisory Interaction
Interacts and collaborates with employees, board members, patrons, vendors, administrators, and secretaries in schools.
Supervisory Responsibility
Not applicable
Budget Responsibility
Not applicable
Work takes place in a typical school environment.
Tasks may involve extended periods of time at a keyboard or workstation.
Physical Demands
While performing the duties of this job, the employee is regularly required to speak and/or hear.
The employee is frequently required to stand; walk; reach with hands and arms and stoop, kneel, and crouch.
The employee is occasionally required to use hands to handle or feel objects and must occasionally climb or balance.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.
The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 20 pounds.
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Position Type: District Coordinator or Specialist / Special Education Coordinator
Date Posted: 4/24/2026
Date Available: 08/03/2026
Closing Date: 05/01/2026
Important Notice:
This posting closes at 3:00 pm on the listed closing date.
Contract Length:
9 months (190 days) + 10 additional days
FTE:
1.0
FLSA Classification:
Exempt
Special Designations:
None
Contact Dr. Bryce Day at (385) 646-7336 or email bbday@graniteschools.org for questions.
This contract begins on 8/3/2026. Portions of the additional days may be required prior to that date but after 7/1/2026.
To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function to perform the essential duties and responsibilities of the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
Job Summary
Under the direction of the Special Education Director, the Special Education Coordinator is responsible for training special education teachers in multiple areas, providing support through coaching to ensure compliance with all federal and state rules and regulations, collaborating with multiple stakeholders, participating in various committees, providing input on effective data collection and other necessary topics, and maintaining expert-level knowledge of IDEA, LRBI, and other special education rules and regulations.
This coordinator supports Granite School District in maintaining and improving transition services, as well as graduation rates for students identified as having a disability under the Individuals with Disabilities Education Act (IDEA), Utah State Board of Education (USBE) Special Education Rules, and Granite School District policies and procedures in Special Education.
Essential Functions
Provide consultation regarding legal requirements and compliance with the IDEA regarding transition services and high school graduation for teachers, administrators, and other educators.
Organize professional development for special education teachers on special education policies and procedures for transition and graduation.
Participate in district-level PLCs and committee meetings in collaboration with general education and other district-level committees.
Assist school teams in determining appropriate learning and post‑high‑school outcomes, determining supports for those outcomes, and prioritizing those outcomes into an Individualized Education Program (IEP) and Transition Plan.
Maintain professional competence through in‑service education activities provided by the school district and self‑selected professional growth activities.
Participate in school/district meetings as required.
Participate in appropriate educator evaluation procedures as per district guidelines.
Administer group standardized tests in accordance with state and district testing procedures.
Model professional and ethical standards when dealing with students, parents, colleagues, and members of the community.
Understand and adhere to laws, district policies, and procedures.
Maintain effective working relationships with students, parents, school staff, district staff, and members of the community.
Demonstrate professional ethics as outlined by the Utah Professional Practices Advisory Commission.
Be a positive role model.
Non-essential Functions
Other duties as assigned.
Required Knowledge and Skills
Excellent interpersonal and conflict management skills, strong organizational and time management skills, and problem‑solving strategies.
Strong communication and collaboration skills.
Maintain the standards of professional conduct and provide leadership to improve student learning.
Excellent understanding of the Individuals with Disabilities Education Act (IDEA), USBE Special Education Rules, and Least Restrictive Behavior Interventions (LRBI) manual and Granite School District policies and procedures.
Strong understanding of special education technology programs related to compliance.
Knowledge of Utah Core Standards and Proficiency Based Learning.
Possess strong computer and educational technological skills.
Works independently with little direct supervision.
Works as part of a team.
Accepts responsibility and is self‑motivated.
Demonstrate the ability to establish and maintain collaborative positive relationships.
The ability to successfully work with all stakeholders in a coaching situation.
Display effective multi‑tasking and time management skills.
Required Education, Training and Qualifications
Requires one of the following:
A valid Professional Educator License issued by the Utah State Board of Education with a Special Education License Area of Concentration.
An equivalent license in another state or country.
A minimum of 3 consecutive years of experience in a licensed special education position – preference given to individuals with experience in transition/post‑high‑school settings.
A copy of the applicant's educator license must be included with the application in order to be considered.
Required Prior Experience
Requires a minimum of three (3) years of experience in a licensed special education position.
Experience in transition/post high‑school settings is preferred.
Assigned Decision Making
Not Applicable
Non‑Supervisory Interaction
Interacts and collaborates with employees, board members, patrons, vendors, administrators, and secretaries in schools.
Supervisory Responsibility
Not applicable
Budget Responsibility
Not applicable
Work takes place in a typical school environment.
Tasks may involve extended periods of time at a keyboard or workstation.
Physical Demands
While performing the duties of this job, the employee is regularly required to speak and/or hear.
The employee is frequently required to stand; walk; reach with hands and arms and stoop, kneel, and crouch.
The employee is occasionally required to use hands to handle or feel objects and must occasionally climb or balance.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.
The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 20 pounds.
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