Administrative / Exempt Position

Position Summary

The Student Services Administrator serves as the district’s administrative lead for student services, with primary responsibility for the PreK–12 special education program. This position provides leadership, supervision, and oversight to ensure that special education services are compliant, culturally responsive, and aligned with district goals and community values.

The Student Services Administrator supervises special education paraprofessional staff, coordinates evaluations and IEP processes, provides instructional leadership consistent with special education teaching practices, and leads the development of inclusive and culturally relevant services for Alaska Native students in a remote rural setting.

This is a working administrative role that blends program leadership, staff supervision, and direct oversight of instructional planning, service delivery, and student supports typically associated with special education teaching, in order to meet the needs of students and families in a small, remote district.

Reports To

Superintendent

Supervises

• Special Education Paraprofessionals (8–10)

• Functional supervision of related service providers and contracted specialists as assigned

Work Year

Administrative calendar (typically 200 days, as determined by the district)

Essential Duties and Responsibilities

A. Program Leadership, Oversight, and Compliance

1. Serve as the district’s administrative lead for special education and related student services.

2. Ensure compliance with IDEA, Section 504 (if assigned), Alaska regulations, and district policies.

3. Develop, implement, and monitor district procedures for referrals, evaluations, eligibility determinations, IEP development, service delivery, and progress monitoring.

4. Maintain systems to track timelines, documentation, instructional services, and service implementation across PreK–12.

5. Ensure accurate and timely completion of required reports, audits, and state/federal submissions related to special education.

6. Advise the Superintendent on program needs, staffing models, service gaps, and compliance risks.

7. Maintain secure and confidential student records in accordance with state and federal law.

B. Administrative Leadership of Special Education Services (PreK–12)

1. Provide districtwide leadership for special education programming and service delivery.

2. Oversee the development and implementation of Individualized Education Programs (IEPs), ensuring services, accommodations, modifications, and instructional supports are appropriate, measurable, and responsive to student needs.

3. Serve as the administrative lead for complex or high-need cases, including placement decisions, safety planning, instructional planning, and coordination of intensive supports.

4. Coordinate transition planning across grade levels, including PreK entry, elementary-to-secondary transitions, and postsecondary transition planning.

5. Support school administrators and general education teachers in understanding and implementing IEP requirements, accommodations, and inclusive instructional practices.

6. Collaborate with MTSS teams to align special education services, interventions, and instructional supports with district systems.

C. Instructional Leadership and Special Education Teaching Functions

1. Provide instructional leadership consistent with special education teaching practices, including guidance on specially designed instruction, accommodations, modifications, and progress monitoring.

2. Support or directly coordinate the delivery of special education instruction and services when necessary due to staffing limitations or student needs.

3. Guide the development of present levels of performance, measurable annual goals, and instructional strategies aligned with student strengths and needs.

4. Monitor student progress toward IEP goals and ensure instructional adjustments are made as needed.

5. Model effective special education instructional strategies and data-driven decision-making for staff.

6. Support the development and implementation of behavior intervention plans, functional skill instruction, and individualized supports.

7. Ensure instructional practices are culturally responsive, trauma-informed, and appropriate for students in a rural Alaska context.

D. Supervision and Support of Special Education Paraprofessionals

1. Directly supervise, support, and evaluate 8–10 special education paraprofessionals.

2. Develop para assignments and schedules aligned with student IEPs, instructional goals, safety needs, and service priorities.

3. Provide onboarding, training, and ongoing coaching focused on:

• student safety and supervision

• confidentiality and professionalism

• culturally responsive instructional practices

• behavior supports and de-escalation

• data collection and documentation

• promoting student independence and inclusion

Monitor para performance and provide feedback, corrective guidance, and professional growth support as needed.

Coordinate coverage and instructional support during staff absences and student transitions.

E. Culturally Relevant Services for Alaska Native Students

1. Ensure special education services, instruction, and supports are culturally responsive and respectful of Alaska Native students, families, and community values.

2. Collaborate with families, Elders, Tribal organizations, and local partners to support culturally relevant curriculum, instruction, and learning experiences.

3. Support staff in integrating place-based learning, local culture, and community connections into special education instruction and services.

4. Ensure communication with families is clear, respectful, and responsive to cultural and community contexts.

5. Advocate for student services and instructional approaches that honor students’ cultural identities, strengths, and lived experiences.

F. Evaluation, IEP, and Service Coordination

1. Coordinate multidisciplinary evaluations and eligibility determinations.

2. Facilitate and/or oversee IEP meetings, ensuring meaningful family participation and compliance with procedural requirements.

3. Monitor instructional service delivery and progress toward IEP goals.

4. Support staff in developing high-quality instructional goals, accommodations, modifications, and supports aligned with student needs.

5. Coordinate with outside agencies and service providers as needed, including behavioral health, medical providers, Tribal organizations, and state agencies.

G. Behavior Support, Safety, and Student Well-Being

1. Provide administrative oversight of behavior intervention plans (BIPs), safety plans, and crisis response procedures for students with disabilities.

2. Support staff in implementing de-escalation strategies, positive behavior supports, and instructional interventions.

3. Collaborate with administrators on discipline procedures involving students with disabilities, ensuring compliance and documentation.

4. Ensure staff understand student medical, safety, instructional, and supervision needs.

H. Professional Learning and Systems Improvement

1. Plan and provide professional development related to special education compliance, instructional practices, inclusive education, and culturally responsive services.

2. Support continuous improvement of instructional and service delivery systems in a small, remote district context.

3. Stay current on changes in law, best practices, and state guidance related to special education.

4. Recommend improvements to staffing, instructional service models, and resource allocation.

I. Remote Alaska Responsibilities

1. Work effectively in a remote Alaska setting, requiring flexibility, adaptability, and problem-solving.

2. Coordinate instructional services with limited local resources and variable access to specialists.

3. Build strong relationships with staff, families, and community partners in a close-knit rural community.

4. Support students and staff through weather disruptions, travel limitations, and logistical challenges common to remote districts.