Coordinator of Community Outreach and Engagement

Primary Purpose: 

The Coordinator of Community Outreach and Engagement is responsible for the development, coordination,  and expansion of external partnerships that support Early Childhood Intervention (ECI) services and 18+  transition programming within the Department of Specialized Learning. Under the supervision of the  Director of Compliance – Specialized Learning, the Coordinator builds and maintains collaborative  relationships with community organizations, governmental agencies, local businesses, and military connected partners to strengthen service continuity, transition planning, and adult outcome opportunities  for students with disabilities. 

The Coordinator serves as the District’s operational liaison for Early Childhood Intervention collaboration  with local pre-schools, pre-kindergarten programs, private early childhood providers, and community-based  agencies. The position supports Child Find coordination, preschool transition alignment, and continuity of  services between early childhood programs and District specialized learning services. 

The Coordinator also leads the development and expansion of partnerships supporting students enrolled in  18+ transition programs. This includes cultivating relationships with local employers, workforce  development entities, community organizations, recreational programs, Departments of Rehabilitation  Services, mental health agencies, and other public and private organizations to increase work-based learning  opportunities, job training placements, community-based instruction, and access to adult services. 

The Coordinator works in collaboration with campus-based Facilitators/Special Programs Assistant  Principals, and the campus-based 18+ program coordinator to support implementation of transition  programming and community engagement initiatives. The Coordinator does not serve as an ARD/ IEP  meeting facilitator and does not assume responsibility for IEP development; rather, the position supports  campus personnel by expanding external opportunities and ensuring alignment between community  partnerships and student transition goals. 

The Coordinator serves as the District’s primary operational contact for community outreach related to ECI  programs, 18+ transition services, and military-connected families when coordination of services or  community partnership development is required. 

This position requires strong relationship-building skills, program development expertise, and the ability to  align community resources with the District’s transition and early childhood priorities while operating within  established compliance and supervisory structures.  

Qualifications:

Education/Certification: 

Master’s degree required in Special Education, Education, Social Work, Counseling, Public Administration,  Human Services, Workforce Development, or a closely related field. Master’s degree in Special Education,  Educational Leadership, Social Work, Counseling, Public Administration, or a related field preferred.  Minimum of five years of experience working in special education, transition services, community  engagement, or program coordination required. Experience working with Early Childhood Intervention  programs, transition services for students with disabilities, workforce development initiatives, or  interagency collaboration strongly preferred. Valid Texas educator certification preferred but not required.  Special Education certification preferred. Transition and Employment Guide certification or related  transition credential preferred. Demonstrated knowledge of IDEA transition requirements, Section 504, and  interagency coordination obligations related to early childhood and post-secondary transition preferred.  

Special Knowledge/Skills: 

• Knowledge of federal and state requirements related to transition services under the Individuals with  Disabilities Education Act (IDEA), including post-secondary transition planning and interagency coordination  responsibilities. 

• Working knowledge of Early Childhood Intervention systems, preschool transition requirements, Child Find  coordination practices, and community-based early childhood service models. 

• Understanding of adult service systems, including vocational rehabilitation services, workforce  development programs, mental health services, community-based support agencies, and related  governmental entities that serve individuals with disabilities. 

• Ability to develop, cultivate, and sustain collaborative partnerships with local businesses, community  organizations, non-profit entities, and governmental agencies. 

• Skill in coordinating work-based learning opportunities, job training placements, community-based  instruction partnerships, and post-secondary transition programming  

• Strong relationship-building, communication, and negotiation skills necessary to foster productive  partnerships with external stakeholders and military-connected service providers. 

• Ability to collaborate effectively with campus-based Facilitators, Special Programs Assistant Principals, and  transition staff to align community partnerships with student transition goals.  

• Knowledge of program development principles, including creation of structured opportunities that support  students who have completed high school coursework but require continued transition services prior to  graduation. 

• Ability to interpret and align community programming efforts with district goals while maintaining  compliance with applicable special education and Section 504 requirements.  

• Strong organizational and project management skills with the ability to coordinate multiple community  partnerships and interagency initiatives simultaneously. 

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• Ability to analyze participation data, partnership outcomes, and transition trends to inform continuous  program improvement. 

• Proficiency in maintaining documentation related to interagency collaboration, partnership agreements,  and program implementation. 

• Ability to maintain confidentiality and exercise discretion in matters involving students with disabilities,  military-connected families, and external agencies. 

• Effective written and verbal communication skills for presenting information to community partners,  campus administrators, district leadership, and external stakeholders. 

Major Responsibilities and Duties: 

ROLE 1: EARLY CHILDHOOD INTERVENTION COORDINATION 

1. Serves as the District’s operational liaison for Early Childhood Intervention (ECI) collaboration with  local pre-schools, pre-kindergarten programs, private early childhood providers, and community based agencies. 

2. Develop and maintain partnerships that support continuity of services between early childhood  providers and District specialized learning programs. 

3. Coordinates with campus-based Facilitators and Special Programs Assistant Principals assigned to  early childhood programming to support smooth transition of eligible students into District services. 

4. Supports Child Find collaboration efforts with community partners to ensure awareness of referral  pathways and early identification processes.  

5. Assists in development of informational materials, outreach events, and community engagement  initiatives related to preschool transition and early childhood services.  

6. Maintains documentation of interagency coordination efforts and partnership activities related to  ECI programs. 

ROLE 2: 18+ TRANSITION PROGRAM DEVELOPMENT AND COMMUNITY PARTNERSHIPS 

1. Leads development and expansion of community partnerships supporting students enrolled in 18+  transition programs and other post-secondary transition services  

2. Cultivates and maintains relationships with local businesses, workforce development entities,  rehabilitation services, mental health agencies, community organizations, recreational programs,  and other governmental or private entities to increase employment and skill-building opportunities. 

3. Coordinate with campus-based 18+ program coordinator and Special Programs Assistant Principals  to align community-based opportunities with student transition goals.  

4. Supports creation and sustainability of structured work-based learning placements, internships, job  coaching opportunities, and community-based instruction sites.

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5. Assists in identifying adult service agencies and post-secondary resources to support students  transitioning from District services into adult systems. 

6. Collaborates with campus personnel to support programming for students who have completed  high school coursework but require continued transition services prior to graduation.  

7. Develops and maintains memoranda of understanding, partnership agreements, and documentation  supporting community-based transition initiatives. 

ROLE 3: MILITARY AND COMMUNITY ENGAGEMENT 

1. Serves as the District’s primary operational contact for coordination of services related to military connected families when community partnership development or interagency collaboration is  required. 

2. Works with the Fort Cavazos Exceptional Family Member Program Family Support Provider and  other military-connected agencies to strengthen collaboration and information sharing consistently  with District guidelines. 

3. Participates in community events, outreach activities, and interagency meetings to represent the  Department of Specialized Learning and promote transition and early childhood programming. 

ROLE 4: COLLABORATION AND PROGRAM ALIGNMENT 

1. Works collaboratively with the Director of Compliance to ensure that community outreach  initiatives align with District compliance expectations and transition requirements. 

2. Coordinates with campus-based Facilitators, Special Programs Assistant Principals, and  transition staff to support implementation of community engagement initiatives. 

3. Provides guidance and support to campus personnel regarding available community resources  and partnership opportunities. 

4. Tracks participation data, partnership outcomes, and transition engagement metrics to inform  program improvement and expansion efforts. 

5. Identifies gaps in community resources and develop strategies to expand external support for  students with disabilities. 

6. Remains current on best practices related to transition services, community-based  programming, and interagency collaboration. 

Performs all other duties as assigned. 

SUPERVISORY RESPONSIBILITIES 

Carries out supervisory responsibilities in accordance with District policies, applicable law, and the  compliance framework established by the Department of Specialized Learning.

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Responsibilities include: 

• Provides leadership and oversight to assigned transition staff, community program personnel, job  coaches, or support staff associated with Early Childhood Intervention coordination and 18+ transition  programming, as designated by the Director of Compliance. 

• Participates in recruitment, selection, onboarding, mentoring, and professional development of assigned  staff. 

• Plans, assigns, and directs work activities related to community partnerships, transition programming,  and outreach initiatives. 

• Monitors implementation of community-based programming to ensure alignment with District  expectations and student transition goals. 

• Reviews documentation related to partnership agreements, program implementation, and outreach  activities for completeness and accuracy. 

• Provides performance feedback and coaching to assigned personnel and addresses concerns related to  job performance, program implementation, or professional conduct. 

• Coordinates with campus-based Facilitators, Special Programs Assistant Principals, and the campus based 18+ coordinator to ensure collaborative alignment of transition initiatives. 

• Maintains accountability for program organization, partnership tracking, and documentation standards  within assigned areas of responsibility. 

• Collaborate with the Director of Compliance and Human Resources to address performance concerns  when necessary. 

• Ensures that supervisory practices promote professionalism, effective collaboration with community  partners, and alignment with District transition and early childhood priorities. 

Mental Demands/Physical Demands/Environmental Factors: 

Tools/Equipment Used: Ability to use peripheral devices, high level language programming concepts, data  management software, and application development tools. 

Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping,  pushing/pulling, twisting. The physical demands described here are representative of those that must be  met by an employee to successfully perform the essential functions of this job. While performing the duties  of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel,  and to stand and walk. The employee is required to regularly lift and carry (less than 15 pounds). Specific  vision abilities required by this job include close vision, distance vision, and ability to adjust focus.  

Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking,  grasping/squeezing, wrist flexion/extension, reaching; may climb ladders. 

Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45  pounds and over).

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Environment: The work environment characteristics described here are representative of those an  employee encounters while performing the essential functions of this job. Occasional district-wide travel to  multiple campuses, as assigned. The noise level in the work environment is usually moderate.  

Mental Demands: Work with frequent interruptions; emotional control under stress.