Universal Design for Learning (UDL) Coordinator

Universal Design for Learning (UDL) Coordinator

Insurance—medical, dental, vision, life, and disability insurance are available.

Leaves—paid sick, vacation, and personal days provided.

D97 Ideal Team Member Profile

• • Champions the district's vision and drives forward‑thinking, innovative practices that anticipate future educational needs.
  • Stewards public trust and resources with fiscal responsibility and ethical transparency.
  • Demonstrates relentless commitment to student success, ensuring that every decision supports equitable opportunities and outcomes for all learners.
  • Organizes and empowers teams to work collaboratively toward shared goals, recognizing the interdependence of roles across departments and schools.
  • Fosters a culture of care, learning, and service, grounded in authentic engagement with students, families, staff, and community members.
  • Models integrity, professionalism, and confidentiality, serving as a role model for ethical and respectful conduct at all levels.
  • Thrives in a culturally, racially, and linguistically diverse environment, showing a deep passion for inclusive practices and building belonging for all team members.
  • Seeks and embraces feedback, especially when it challenges them to grow and improve in service of students and colleagues.
  • Understands the powerful intersection of leadership, learning, and equity, and aligns their work to dismantle systemic barriers.
  • Courageously addresses unprofessional behavior, holding self and others accountable to high standards in service to the community and students.

About This Role

The Universal Design for Learning (UDL) Coordinator is a specialized leader responsible for the school‑level oversight and integration of special education services and Section 504 compliance. Reporting to the Student Services leadership team, this role helps to ensure that all students receive equitable access to instruction through the proactive removal of learning barriers. The Coordinator serves as the primary liaison between district‑level strategy and building‑level execution, driving the district's commitment to Board Policy 7:12: Ensuring Racial and Educational Equity by championing inclusive practices for students with diverse learning needs.

Essential Duties and Responsibilities:

Special Education & 504 Compliance Oversight

• Oversee the implementation and monitoring of Individualized Education Programs (IEPs) and Section 504 plans at the building level to ensure legal compliance and high‑quality service delivery.
• Manages caseloads of out‑placed students.
• Support teachers and related service providers with scheduling students and assigning caseloads.
• Chair eligibility meetings for students with IEPs or 504 plans and conduct annual reviews of 504 plans.
• Meeting Facilitation:
  • Serve as the LEA Representative for multidisciplinary team meetings (IEP, 504, and Domain), with the authority to ensure the commitment of district resources and adherence to legal mandates.
  • Oversee IEP transition meetings (EC‑K, 5th‑6th and 8th‑9th), ensuring appropriate articulation meetings are held. The UDL Coordinator is also responsible for all related communications and duties, including hosting family nights.
• Compliance and Monitoring:
  • Complete and submit appropriate documentation (e.g. 10.18 forms) and eligibility logs, using the eIEP system and distributed to families and staff.
  • Conduct regular audits of student records and logs to ensure adherence to federal (IDEA), state (ISBE), and district mandates.

Systems of Support & Data Analytics

• Equitable Programming: Analyze subgroup data (including race, disability, and EL status) to identify and mitigate disproportionality in special education referrals and disciplinary actions.
• Crisis & Resource Management: Partner with building administrators and the Student Services department to coordinate crisis intervention and the allocation of related‑service personnel (social workers, psychologists, therapists).
• Coordination: Coordinate school, inter‑agency and inter‑departmental collaborations, including input on models, tools and implementation supports. The UDL Coordinator assists with professional development where appropriate.

Instructional Leadership & Partnership

• UDL Advocacy: Coach and mentor classroom teachers in applying the UDL framework (Engagement, Representation, and Action/Expression) to remove barriers.
• Mentorship and Evaluation:
  • Mentor and coach year one D97 special education employees, including contractual special education staff and assist with developing and facilitating their first IEP.
  • Provide feedback and observational data to evaluators to assist in the evaluation of teaching assistants and contractual service providers.
• Strategic Partnership:
  • Collaborate with the Senior Director and Director(s) of Student Services and Building Principals to align school‑level student support goals with the District Goals.
  • Assist the principal in informing the faculty regarding IEP team and 504 functions (ie. identification, referral, evaluation, placement procedures).
• Student Services Liaison: Attend IEP meetings when advocates and attorneys are involved, changes in placement are considered, including when students are assigned a 1:1 and act as a liaison for parents/guardians, as needed.
• Collaboration: With a focus on district success the UDL Coordinator performs other duties as assigned.

Content Knowledge, Skills, and Abilities

Knowledge of:

• Legal Frameworks and Compliance: Federal and State regulations governing Special Education (IDEA), Section 504 of the Rehabilitation Act, and Illinois School Code.
• Instructional Design: Advanced understanding of the Universal Design for Learning (UDL) framework, Common Core State Standards (CCSS), and Essential Elements.
• Evidence‑Based Interventions: Specially Designed Instruction (SDI) and Multi‑Tiered Systems of Support (MTSS) for both academic and behavioral success.
• Equity Standards: Board Policy 7:12 and the systemic drivers of educational disproportionality in special education.

Skilled in:

• Case Management and Oversight: Managing complex caseloads, including out‑placed students, and chairing high‑stakes multidisciplinary team meetings (IEP/504).
• Data Analytics and Interpretation: Utilizing systems (e.g., eIEP) to analyze subgroup data and instructional trends for school‑wide decision‑making.
• Interpersonal Leadership: High‑level communication and conflict resolution skills, particularly when acting as a liaison with families, attorneys, and advocates.
• Technical Proficiency: Advanced use of student information systems, scheduling software, and administrative documentation tools (e.g., 10.18 forms).

Ability to:

• Facilitate Collaborative Teams: Lead and organize teams across departments and grade levels to ensure successful student transitions and articulations.
• Coach and Mentor: Effectively provide non‑evaluative feedback to special education staff and professional guidance to teaching assistants.
• Adapt and Innovate: Pivot quickly between compliance‑driven tasks and instructional coaching based on the immediate needs of the building and students.
• Champion Inclusive Culture: Model and maintain professional workplace etiquette while relentlessly pursuing equitable opportunities for students with diverse learning needs.

Candidate Qualifications

• Valid Illinois Professional Educator License (PEL) with a Teaching and/or Related Service Provider endorsement (e.g., LBS1, School Psychologist, Social Worker), required.
• Valid Illinois General Administrative or Principal Endorsement (required for LEA representative authority and oversight of legal meetings), required.
• Master's Degree from an accredited college or university in Educational Leadership, Special Education, or a related field, required.
• Minimum of five (5) years of successful experience in a special education or student services role, preferred.
• Demonstrated experience in a leadership or coaching capacity (e.g., mentor, coach, meeting facilitation, etc.), preferred.

Physical Requirements

This position requires the performance of light work—which requires exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently to move objects. The position includes close visual acuity, frequent talking, hearing, walking, climbing stairs and standing, occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. The job is performed in non‑hazardous environments and a clean atmosphere. The position requires indoor and outdoor supervision during varying temperatures and climatic conditions.

The mental demands, physical demands, and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to allow an employee with disabilities to perform the essential functions.

Oak Park Elementary School District 97 is an equal opportunity employer and values diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status. We are committed to creating an inclusive environment for all employees.