At Connections Academy, helping students maximize their potential and meet the highest performance standards through a uniquely individualized learning program is at the core of our mission. Connections Academy was founded in 2001 to deliver high-quality,
highly accountable online education to students in grades K-12. Hallmarks of Connections Academy-supported online schools include personalized learning, an award-winning curriculum and Education Management System (EMS), dedicated state-certified teachers,
and a supportive school community. Parents of enrolled students consistently share their satisfaction with Connections Academy: 92% “would recommend the schools to other families” and 95% say the curriculum is “high quality.” In 2019, Connections Academy-supported
public schools serve students in 27 states, while the private online school, International Connections Academy meets the online school needs of students worldwide. Recognized for its outstanding curriculum and leadership, Connections Academy is committed to
expanding quality education through technology, and helping students achieve both academic and personal success. Connections Academy is part of the global learning company, Pearson, and its Online & Blended Learning group. For more information, visit www.ConnectionsAcademy.com.
Texas Connections Academy @ Houston (TCAH) is a Texas Online School that offers 100% virtual instruction to public school students across Texas in grades 3-12 who are not physically present on a campus during instruction. The TxVSN OLS program is authorized
by Texas Education Code (TEC) Chapter 30A and administered through TEA. For the 2019-2020 school year, TCAH has a 8,000 student enrollment cap. Connections Education, LLC is in partnership with Houston ISD to provide this high quality and rigorous virtual
instruction through TCAH.
Position Summary and Responsibilities:
Working from your home in Texas, the Section 504 Coordinator will provide support to and manage students with 504 plans. Through use of the telephone, Internet and various curriculum tools in the electronic course, there will be extensive communication between
the teacher and the student.
Additionally, the Section 504 Coordinator will facilitate evaluation/eligibility determination for 504 plans, develop 504 plans, and monitor the implementation of Section 504 plans. He/she will work closely with other teachers, agencies and medical professionals
to ensure the implementation of Section 504 procedures in Texas to be in compliance with federal and state regulations.
The 504 Coordinator will be responsible for the successful completion of the following tasks:
- Manage and ensure effective 3-12 504 plan implementation for students on his/her caseload;
- Develop, write and help implement 504 plans;
- Coordinates Section 504 referral process;
- Provides notices and consents;
- Facilitates evaluation/eligibility determination team meetings for Section 504;
- Schedule, organize and conduct annual or bi-annual reviews of each Section 504 students;
- Participate in the school’s Student Support Team; help teachers and learning coaches develop and implement program accommodations and strategies for struggling learners who may be eligible for 504 plan and/or special educations services;
- Maintain accurate and up-to-date data in the school’s Learning Management System for Section 504 students;
- Assist with administering state testing and coordinate the accommodations that are required based on the 504 plan;
- Attends regularly scheduled professional development and Section 504 training meetings;
- Other duties as assigned.
- Experience in writing 504 Eligibility and Accommodation Plans or Individual Education Plans
- Knowledge of accommodations, modifications, and assistive technology in the cyber school setting to address all of the above issues
- Understanding of student behavior and mental health issues and appropriate interventions.
- Experience with inter-agency collaboration for mental health and behavioral support
- Experience and understanding of the foundations of functional behavior assessments to develop behavioral interventions for students grades 3-12
- Knowledge in regard to school refusal related to truancy or mental health issues, and distinguishing between the two
- Experience and knowledge of tiered intervention programs for academic, behavioral, and truancy problems in grades 3-12
- Knowledge of scientifically-based and research-validated intervention and instructional programs for reading, math, writing, and behavior management for grades 3-12
- Knowledge and experience with data-driven instruction linked to scientifically-based and research-validated interventions for grades 3-12
- Experience with using diagnostic tools and approaches to determine the root of academic concerns and their link to appropriate intervention