Coordinator 1 - FSC

Houston

Friday, 29 May 2026

The Coordinator 1 - FSC ensure reporting departments are meeting the strategic goals of the district and ensures HISD meets goals and mandates of Texas Education Agency. Manages the implementation of collection, auditing, and reporting of the district’s PEIMS and TSDS collections. Ensures campuses are supported through training and ongoing supports so campus data is accurate and timely for all data collections. MAJOR DUTIES & RESPONSIBILITIES 1. Coordinates the collection, integration, formatting of all data required for PEIMS and supplemental collections, ensuring all are aligned to TSDS and Ed. Fi data standards .. Ensures all student records are accurate and contain required data elements .. Effectively supports campus staff with best practices and law for PEIMS and supplemental submissions .. Verifies campus data entry, supports campus staff with processes and procedures to ensure accurate data entry. MAJOR DUTIES & RESPONSIBILITIES CONTINUED 5. Participates in state trainings, learning opportunities, and professional collaboration groups. Remains up to date with the student attendance accounting handbook and the Texas Education Data Standards .. Creates training materials and validation processes for use at campuses and within departments .. Advises district stakeholders of all related out of compliance campus concerns .. Performs other job-related duties as assigned. EDUCATION - Bachelor’s degree - Applicants who do not meet these education qualifications may be considered if they have a unique combination of education and work experiences that indicate potential for success in this role. WORK EXPERIENCE - At least 3 years working in the district/central office of a large urban school district - Applicants who do not meet these work experience qualifications may be considered if they have a unique combination of education and work experiences that indicate potential for success in this role. SKILL AND/ OR REQUIRED LICENSING/ CERTIFICATION - Microsoft Office.

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