Position Type:
Administration/District Coordinator of Special Education

Date Posted:
9/10/2026

Location:
Battle Creek Public Schools Administration

Position Summary
The District Coordinator of Special Education serves as the district's local educational agency implementation representative and provides districtwide leadership to ensure that students with disabilities receive high-quality, legally compliant, inclusive, and results-driven services. The coordinator translates federal and state requirements into reliable systems, supports school leaders and staff in effective implementation, monitors the quality and impact of programs, and partners with families to improve student access, achievement, belonging, independence, and postsecondary readiness. The coordinator works in close collaboration with the Calhoun Intermediate School District Special Education Supervisors while maintaining district responsibility for staffing, implementation, reporting, and accountability.

Position Responsibilities:

District Leadership and Program Improvement

• Lead the design, implementation, monitoring, and continuous improvement of special education programs and services across the district.
• Serve as the primary district liaison and implementation representative to the Calhoun Intermediate School District for special education matters.
• Establish clear district expectations for inclusive practices, specially designed instruction, accommodations, modifications, intervention, progress monitoring, and student support.
• Use student outcome, service, compliance, placement, attendance, discipline, and disproportionality data to identify needs, address inequities, and recommend action.
• Develop annual priorities, implementation plans, performance measures, and progress reports aligned with district goals.
• Advise district and school leaders regarding program design, staffing, scheduling, resource allocation, and service delivery.

Compliance and Procedural Safeguards

• Ensure district practices comply with the Individuals with Disabilities Education Act, Section 504 as assigned, the Michigan Administrative Rules for Special Education, state guidance, board policy, and applicable due process requirements.
• Monitor timelines, evaluations, eligibility determinations, individualized education programs, reevaluations, transfers, discipline procedures, transition requirements, and the provision of services.
• Maintain district procedures, forms, guidance, and records that support consistent and accurate implementation.
• Coordinate internal reviews, corrective action plans, state monitoring responses, complaints, mediation, and due process matters in consultation with district leadership and legal counsel.
• Collaborate with CISD Special Education Supervisors and CISD administration on IEP team meetings, planning meetings, manifestation determinations, independent educational evaluations, complaints, mediation, due process hearings, state monitoring, audits, and corrective action, as appropriate.
• Protect student confidentiality and ensure records are maintained in accordance with federal, state, and district requirements.

Instructional Quality and Inclusive Practice

• Partner with curriculum, instruction, assessment, MTSS, student services, and school leadership teams to ensure students with disabilities have meaningful access to grade-level curriculum and high-quality instruction.
• Support the development and implementation of standards-aligned, measurable IEP goals and effective specially designed instruction.
• Monitor the fidelity, quality, and dosage of services through record reviews, classroom observations, service data, student work, and progress-monitoring evidence.
• Monitor student participation in state assessments, including the appropriate use and implementation of accommodations, alternate assessments, and any required participation-cap applications or waivers, in coordination with district assessment staff and CISD.
• Strengthen inclusive opportunities and the use of the least restrictive environment while ensuring placement decisions remain individualized and student-centered.
• Coordinate supports for behavior, mental health, assistive technology, related services, extended school year, transition, and other specialized needs.

Staff Development and Support

• Provide training, coaching, technical assistance, and problem-solving support to principals, special education teachers, general education teachers, related service providers, paraprofessionals, and other staff.
• Build the capacity of school leaders to supervise special education effectively, monitor implementation, and respond promptly to concerns.
• Facilitate professional learning communities and cross-functional teams focused on consistent practice and improved student outcomes.
• Plan and coordinate special education professional learning with CISD Special Education Supervisors, communicate available CISD learning opportunities, and promote the participation of special education staff in relevant general education professional learning.
• Support the recruitment, onboarding, assignment, development, and retention of qualified special education personnel.
• Participate in employee evaluation and performance improvement processes as assigned.

Family and Community Partnership

• Promote respectful, timely, and understandable communication with students and families throughout evaluation, planning, placement, and service delivery.
• Respond to family questions and concerns, facilitate resolution at the earliest appropriate level, and ensure procedural safeguards are honored.
• Collaborate with the intermediate school district, community agencies, service providers, postsecondary partners, and other organizations to strengthen supports and transitions.
• Elevate student and family voice in program evaluation and improvement.

Operations and Resource Stewardship

• Develop and monitor assigned budgets, grants, contracts, Medicaid-related processes, and specialized program expenditures.
• Coordinate accurate special education data collection, reporting, pupil accounting support, and documentation required for funding and compliance.
• Complete and coordinate district responsibilities for special education counts, discipline reporting, Headlee reporting when applicable, MSDS reporting, CIMS and State Systemic Plan indicators, audits, and documentation of initial evaluations, reevaluations, and IEP implementation, in collaboration with CISD.
• Review caseloads, workloads, staffing patterns, transportation needs, equipment, and contracted services to recommend equitable and efficient use of resources.
• Coordinate with CISD Special Education Supervisors on staffing recommendations, personnel approvals and permits, non-mandated aide requests, assigned CISD personnel, service-provider coordination, specialized transportation, capital outlay requests, level changes, and placements or contracts outside the cooperative agreement.
• Prepare reports and presentations for district leadership, the Board of Education, staff, families, and external agencies as requested.
• Perform other duties consistent with the responsibilities of the position and as assigned by the superintendent or designee.

Required Qualifications:

• Master's degree in special education, educational leadership, school administration, or a closely related field.
• Valid Michigan teaching certificate or other professional credential appropriate to the assignment, with special education endorsement or demonstrated specialized preparation in special education.
• Michigan administrator certification and Michigan Department of Education approval for the assigned special education administrative role, or eligibility to obtain required credentials within a district-established timeline.
• At least five years of successful professional experience in special education, including experience developing and implementing individualized education programs.
• Demonstrated knowledge of federal and Michigan special education law, evaluation and eligibility practices, procedural safeguards, discipline requirements, and the continuum of services.
• Demonstrated ability to analyze data, lead adults, manage complex projects, communicate with families, and improve implementation across multiple schools.
• Successful completion of required background checks.

Preferred Qualifications:

• Experience as a special education administrator, coordinator, supervisor, building administrator, teacher consultant, school psychologist, or related service leader.
• Experience leading special education services in an urban district or another diverse, high-need educational setting.
• Experience with inclusive programming, MTSS, behavior support, transition services, staff development, dispute resolution, budgeting, and state monitoring.
• Knowledge of Michigan special education data systems, reporting requirements, and funding processes.

Knowledge, Skills and Leadership Competencies:

• Student-centered and equity-focused leadership
• Sound judgment, discretion, and ethical decision-making
• Clear written, verbal, and interpersonal communication
• Collaborative problem-solving and conflict resolution
• Knowledge of evidence-based special education instruction and services
• Ability to establish reliable systems and hold others accountable for implementation
• Ability to manage multiple priorities, meet deadlines, and respond effectively in high-pressure situations
• Commitment to continuous learning and measurable improvement

Measures of Success:

• IEPs, evaluations, services, and required processes are timely, accurate, compliant, and consistently implemented.
• Students receive the services, supports, and instructional opportunities documented in their IEPs.
• Student achievement, growth, attendance, engagement, graduation, and postsecondary transition outcomes improve.
• Placement, discipline, identification, and service data demonstrate reduced inequities and appropriate individualized decision-making.
• Principals and staff demonstrate stronger knowledge, confidence, and consistency in serving students with disabilities.
• Families experience communication that is respectful, responsive, clear, and solution-oriented.
• Resources are allocated equitably, responsibly, and in alignment with student needs.

Working Conditions:
The position requires regular travel among district buildings and occasional travel outside the district. The employee must be able to work in school and office settings, use standard technology, attend meetings outside the regular workday when necessary, and perform the essential functions of the position with or without reasonable accommodation.

Salary: $91,112 - $108,303

Contract: 261 Days (12 Months)

School Safety Clearance: The successful candidate will be subject to a fingerprint and background check as a condition of employment. All fees require for this check (estimated $73) are the responsibility of the successful applicant.