Primary Purpose:

Provide leadership, coordination, and support for the special education evaluation and ARD/IEP processes across the district/SSA. Ensure the development of compliant Full and Individual Evaluations (FIEs) and Individualized Education Programs (IEPs), and promote alignment between evaluation data, eligibility decisions, and service delivery. Support educational diagnosticians and campus teams in implementing consistent, legally compliant practices that meet student needs.

Education/Certification:

Master’s degree in educational assessment; Valid Texas teaching certificate; Valid Texas educational diagnostician certificate

Mid-Management or Principal certification (preferred)

Special Knowledge/Skills:

Knowledge of diagnostic procedures, education of special education students, human development, and learning theories; Ability to understand and interpret educational data; Excellent organizational, communication, and interpersonal skills

Experience:

Minimum of 3-5 years experience as an Educational Diagnostician or related evaluation role; Experience with ARD/IEP process and IDEA compliance; Leadership or supervisory experience preferred

Program Leadership and Oversight

1. Coordinate and oversee special education evaluation and ARD/IEP processes across the district/SSA to ensure consistency, quality, and compliance
2. Develop, implement, and monitor procedures, protocols, and best practices for evaluation and ARD/IEP processes
3. Analyze evaluation and ARD/IEP data to identify trends, needs, and areas for program improvement
4. Facilitate alignment between evaluation results, eligibility determinations, and IEP development and implementation
5. Participate in district and SSA planning, program evaluation, and continuous improvement efforts

Compliance and Quality Assurance

1. Ensure compliance with federal and state requirements, including the Individuals with Disabilities Education Act, Texas Education Code, and applicable Texas Education Agency guidelines
2. Monitor timelines and procedures for Full and Individual Initial Evaluations (FIIEs), re-evaluations, ARD committee meetings, and IEP implementation
3. Review evaluation reports and ARD/IEP documentation for quality, accuracy, and legal defensibility
4. Provide guidance on eligibility criteria and ensure consistent application across campuses
5. Support audit preparation, monitoring activities, and documentation requirements

Personnel Management and Professional Development

1. Supervise and evaluate educational diagnosticians and assigned staff, including performance appraisals and goal setting
2. Provide coaching, mentoring, and ongoing professional development related to evaluation practices, ARD/IEP processes, and compliance requirements
3. Facilitate regular team meetings to ensure calibration and consistency of practices
4. Support staff in complex cases, including evaluation interpretation, eligibility determination, and ARD/IEP decision-making

Consultation and Collaboration

1. Serve as a resource to campus administrators, diagnosticians, and multidisciplinary teams regarding evaluation and ARD/IEP processes
2. Provide guidance on the connection between evaluation results and specially designed instruction (SDI)
3. Support campuses in effective ARD committee practices and IEP development
4. Collaborate with general and special education staff, related service providers, and leadership to support student outcomes
5. Assist in resolving concerns or disagreements related to evaluation findings, eligibility decisions, or ARD/IEP processes
6. Communicate with parents and stakeholders regarding evaluation processes and results, as appropriate

Program Management and Data Systems

1. Oversee the selection and use of assessment tools and materials
2. Ensure accurate maintenance of evaluation records, reports, and required documentation
3. Monitor and support data systems related to referrals, evaluations, ARD/IEPs, and compliance timelines
4. Provide guidance on referral processes and alignment with MTSS/RTI frameworks

Other Duties

As assigned

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Work with frequent interruptions and shifting priorities. Prolonged standing and/or sitting; frequent walking; occasional kneeling/squatting, bending/stooping, pushing/pulling, and twisting. May require regular lifting of students and equipment (45 pounds or more), assisting non-ambulatory students, positioning students with physical disabilities, and managing behavior including physical restraint as necessary. May work prolonged or irregular hours. May involve exposure to communicable diseases and/or contact with bodily fluids. Frequent districtwide travel. Use of computer, peripherals, and other standard instructional and assessment equipment.