Director of Special Education / Dyslexia

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