Coordinator - Regional Day School Program for the Deaf, Deaf or Hard of Hearing, Visual Impairment

Reports to: Director – Inclusion and Specialized Instructional Programs

PC#: 19043

Pay Grade: 305

Salary Range: $90,225 - $108,704

Duty Days: 239

FLSA Status: Exempt

Position Purpose

Assists the Director of Inclusion and Specialized Instructional Programs by coordinating and supporting the districtwide Regional Day School Program for the Deaf (RDSPD), Deaf or Hard of Hearing (DHH) services, Visual Impairment (VI) services, and Audiological services to ensure equitable access to high-quality, compliant, and linguistically accessible programming for students who are Deaf, Hard of Hearing, Visually Impaired, or Deafblind. Supports campuses, member districts, and district staff in delivering effective, evidence-based services aligned to individualized student needs and IEP requirements. Oversees RDSPD program operations in accordance with state requirements, assists in managing state and federal funding allocations, coordinates interagency and member district relationships, and builds staff capacity through performance management, professional learning, and continuous improvement efforts to improve student outcomes.

Essential Job Functions

• Coordinates districtwide implementation of RDSPD, DHH, VI, and Audiological programs, including service delivery models, staffing assignments, caseload management, and operational procedures.
• Ensures instructional practices for DHH and VI students are aligned with Curriculum and Instruction Division priorities to ensure access to high-quality, grade-level instruction.
• Manages RDSPD member district relationships, including tuition projections, invoicing, interdistrict transfers, ARD coordination, and compliance with TEA RDSPD program requirements.
• Monitors caseload distribution across DHH, VI, and Audiological services to ensure appropriate staffing ratios, equitable workload distribution, and safe, effective service delivery.
• Assists the Executive Director and Director with the Deaf Ed federal and state funding and SSVI funding, collaborating with the Budget Manager on purchasing, invoicing, fund balances, and contracted service needs in alignment with state and federal finance requirements.
• Participates in RDSPD Supervisor meetings and statewide DEAL meetings to ensure the program remains current, compliant, and aligned with TEA expectations; communicates updates to department leadership and staff.
• Develops, maintains, and refines written procedures and internal processes to increase consistency, shared accountability, and compliance across the district and with member districts.
• Provides performance management oversight for Deaf Education staff, Visual Education specialists, Orientation and Mobility (O&M) specialists, Audiologists, DHH Itinerant Teachers, Deaf Ed Interpreters, and Teachers of the Visually Impaired (TVIs).
• Monitors service delivery fidelity, documentation quality, caseload management, and adherence to IEP requirements to ensure effective and equitable services for students.
• Collaborates with campus administrators and specialized learning leadership to support staff effectiveness, address performance concerns, and contribute input on professional growth plans and staffing decisions.
• Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during peak reporting periods, audit cycles, and critical compliance timelines, to ensure timely and accurate execution of responsibilities.
  
  

Personal Work Relationships

• All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct and work ethic.
• Demonstrates high quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.
  
  

Other Duties As Assigned

• Performs all job-related duties as assigned and in accordance to the Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.
  
  

Knowledge, Skills & Abilities

• Knowledge of IDEA, TEA RDSPD program requirements, SSVI funding guidelines, and state and federal requirements governing services for students who are Deaf, Hard of Hearing, Visually Impaired, or Deafblind.
• Knowledge of evidence-based instructional and communication approaches for students who are DHH, including ASL, oral/auditory-verbal, and bilingual-bicultural methodologies.
• Knowledge of visual impairment services, including Braille instruction, Orientation and Mobility, assistive technology, and expanded core curriculum for students with visual impairments.
• Knowledge of audiological services in educational settings, including hearing technology management, FM systems, and audiogram interpretation.
• Knowledge of IEP development and ARD processes for students with sensory impairments, including LRE considerations and linguistically appropriate programming.
• Knowledge of RDSPD program operations, member district requirements, interdistrict agreements, and state allotment and SSVI funding structures.
• Skill in supervising and coaching a diverse team of specialized service providers across multiple campuses and program settings.
• Skill in caseload monitoring, staffing analysis, and program planning to ensure equitable and effective service delivery across a large urban district.
• Skill in building and maintaining collaborative relationships with member district representatives, campus administrators, families, and community and state partners.
• Skill in designing and delivering professional learning aligned to program needs, regulatory requirements, and best practices in DHH and VI services.
• Ability to analyze data related to student outcomes, service delivery, and compliance to identify trends, address gaps, and drive continuous improvement.
• Ability to manage multiple priorities, complex logistical demands, and time-sensitive compliance requirements across a large, multi-campus program.
• Ability to communicate clearly and effectively, both orally and in writing, with a wide range of stakeholders including staff, families, campus administrators, member districts, and state agency personnel.
• Ability to apply federal and state regulatory requirements in practical, campus-based settings to ensure both program quality and compliance.
  
  

Travel Requirements

• Travels to school district buildings, community-based sites, and professional meetings as required.
• Additional travel requirements might be assigned as appropriate to meet the demands of the job
  
  

Physical & Mental Demands, Work Hazards

• Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; moderate walking.
• Lifting: Regular light lifting and carrying (less than 40 pounds); may lift and move textbooks and classroom equipment; may also be required to pick up and/or restrain students as needed; may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities.
• Environment: Works inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; may require occasional irregular and/or prolonged hours; regular districtwide travel to student homes; this position may involve rare exposure to blood or body fluids.
• Attendance: Regular and punctual attendance at the worksite is required for this position.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions.
• Hazards: May be subject to adverse and hazardous working conditions, including violent and armed confrontations; ability to control sudden violent or extreme physical acts of others and exhibit rapid mental and muscular coordination simultaneously.
  
  

Minimum Required Qualifications

• Education:
• Bachelor's degreerequired.
• Master's degree in Education, Special Education, Educational Leadership, or a related field preferred.
• Certification/License:
• Valid Texas teaching certification preferred.
• Valid Texas certification in Special Education preferred.
• Experience:
• Minimum of 3 years of experience supporting or coordinating specialized programs for students who are Deaf, Hard of Hearing, Visually Impaired, or with other specialized learning needs required.
• Experience with service delivery models, caseload management, or program operations across multiple campuses or program settings required.
• Experience ensuring compliance with IDEA, IEP/ARD processes, and applicable state and federal requirements required.
• Experience supporting or collaborating with campus and district teams to support student services and program implementation preferred.
• Experience working in a large, urban school district or with diverse student populations preferred.
  

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.