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District proposes additional special-education coordinator role and alternative-program supports
Summary
Superintendent and staff described a proposed additional special-education coordination role (TOSA-like/teacher on special assignment), potential funding from special-education codes, and creation of an alternative program contact/coordinator to monitor student progress and compliance.
District staff described a proposed additional staff position to support special-education coordination and an alternative-program contact to oversee attendance, interventions and progress monitoring.
Stacy (staff) said the proposed position would "facilitate the meetings, in conjunction, help oversee the development implementation of monitoring of IEPs, provide support to staff on progress monitoring" and assist with compliance, family outreach and related functions. The role would require special-education or school psychology certification and was described as a teacher-on-special-assignment (TOSA)-style position without supervisory authority.
On alternative-program support, staff said the district has received requests from secondary administrators to maintain a database to monitor grades, attendance and interventions and to have a named contact (on-site or off-site) to coordinate. A board member said a stipend would be acceptable if needed for the temporary program lead.
Why it matters: The role is intended to improve compliance with IEP service delivery during suspensions and placement changes, help track services and provide staff support for progress monitoring. Staff said the position could be funded from special-education codes (6-11 and related codes) for this year with future budget discussion planned.
Details and next steps - Role functions: Coordinate meetings, oversee IEP monitoring, support staff with progress-monitoring systems, assist families and maintain compliance records. - Certification and posting: The role would require special-education or psychology certification; initial posting would be internal, then external if no internal applicants apply. - Funding: Staff indicated this year's funding could come from special-education account codes (referred to as 6-11 and 6-19 in the transcript) with future budget-process decisions to follow. - Timeline: Staff said they would like to post and fill the position before September if possible and to begin onboarding with file review and summer training.
No formal hiring action occurred at the meeting; staff said they will post the job, work with union/consultants as needed and return with details.
